t e a c h e r ’ s g u i d e

Indigenous War Heroes s e c o n d a r y s c h o o l c u r r i c u l u m

Table of Contents

3 How To Use This Guide

6 Introduction

7 Biography and Rank Information

9 Timeline of First Nations Political and Military History

11 Activity One: Indigenous Peoples, Indigenous Homelands

Lesson Plan: Indigenous Homelands 16 Activity Two: History as Story - Gaps and Silences

Lesson Plans: Gaps and Silences in Historical Narratives A Balance of Stories 22 Activity Three: Indigenous Soldier Traditions

Lesson Plans: Answering the Call Diversity in the Canadian Army Section One: Ojibwe Culture and Warrior Traditions Section Two: Support for Diversity in the Canadian Army Recognizing Francis Pegahmagabow’s Legacy Section One: Francis Pegahmagabow:

Canadian of National Importance Section Two: Mapping the Battles Indigenous Heroes Heritage Presentations 42 Activity Four: Society and Change—Impact of the Indian Act on

post-war benefits for First World War First Nations soldiers

Lesson Plans: Community Partner talk on Indigenous Veterans’ Post-War Treatment Constructing a Timeline for Indigenous Veterans’ Rights 49 Activity Five: The Return Home

Lesson Plans: Indigenous Veteran Activists Indigenous Political Organizations 55 Activity Six: Healing, Wellness, and Reconciliation

Lesson Plans: Disruption of Traditional Healing and Wellness Practices Reconciliation (Final Project) 55 Appendix: Additional Information & Imagery

©Wasauksing First Nation, 2016. This teacher's guide created by authors Gerry Weaver and Brian McInnes; layout and design by David J. R. Short.

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w e l c o m e : How to Use This Guide

Welcome to the Teacher’s Guide for Indige-nous War Heroes, developed by the Wasauk-

sing War Hero and Native Veteran’s Educational Awareness and Commemoration Project. The guide and associated website use the story of Francis Pegahmagabow as a launching point to provide educators and students with a framework and resources for understanding the military con-tributions of First World War Indigenous soldiers, as well as the cultural and political landscapes in which they lived.

The lesson plans explore the connections Francis Pegahmagabow’s life story has with many Indigenous veterans, thus helping illustrate the larger picture of Canada’s historical relationship with local Indigenous peoples. However, it is important to note there are always a diversity of stories and experiences in any complex situation. Not all Indigenous veterans’ experiences will be the same, and all unique stories are valuable con-tributions to our overall understanding of history.

Creating a Safe SpaceDiscussions arising from these lesson plans may include difficult subject matter for some students, as the experiences of First Nations, Métis, and In-uit veterans may feel closely related to their own experiences or family history. It is very important to create a safe space in classrooms for all stu-dents, in which different perspectives are respect-ed. Doug Dokis, the Program Advisor/Instructor for Aboriginal Education at Mount Royal College in Calgary, has written a useful list of strategies to guide respectful dialogue.

His suggestions include:

• Understand the term “Aboriginal” includes all peoples indigenous to North America.

• Present Aboriginal People as appropriate role models to children.

• Aboriginal students should not be singled out and asked to describe their families’ traditions or their peoples’ culture.

• Avoid the assumption there are no Aboriginal students in your class. Research the traditions and histories, oral and written, of Aboriginal peoples before attempting to teach these.

• Present Aboriginal peoples as having unique, separate and distinct cultures, languages, beliefs, traditions and customs.

• Use books and materials which are written and illustrated by Aboriginal people as primary source material: speeches, songs, poems, and writings, which show the linguistic skill of people who have come from an oral tradition.

• Depict Aboriginal peoples, past and present, as heroes who are defending their people, rights, and lands.

• Avoid manipulative phrases and wording such as “massacre”, “victory” which distort facts and history.

• Teach Aboriginal History as a regular part of North American History and discuss what went wrong or right.

• Avoid materials and texts which illustrate Aborig-inal heroes as only those who helped Europeans and Euro-Canadians. i.e. Thanksgiving.

• Use materials and texts which outline the continu-ity of Aboriginal societies from past to present.

• Use materials that show respect and understand-ing to the sophistication and complexities of

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How to Use This Guide

Terminology and GlossaryIndigenous and Northern Affairs Canada has cre-ated a list of definitions to help create a common understanding of terms that frequently come up in a discussion of Indigenous history. The glossary can be found here.

For terms regarding the identity of Indig-enous peoples, the Teacher’s Guide follows the guidelines Dr. Brian McInnes outlined in Sound-ing Thunder (p. 5).

Within these pages, the terms “Aboriginal,” “First Nations,” “Indigenous,” “Native,” and even “Indian” are all used somewhat interchangeably. Although the last term might be somewhat politically incor-rect in the present, many Indigenous communities continue to identify with it—at least among each other. It is also a term that the people knew them-selves by in the English language. All Indigenous nations have their own names for themselves. The terms “Ojibwe” and “Nishnaabe” are perhaps most fittingly used in this book, since this was how Francis best knew his own people (“Nishnaabeg” in the plural).

When a collective name is required, the preferred term in Canada at this point in time is “Indig-enous,” and that is the term we recommend teach-ers should model in classroom discussion. “First Nations,” “Métis,” and “Inuit” are also acceptable collective terms for specific groups of Indigenous peoples.

While the use of “Indian” by non-Indige-nous people has negative connotations for many Indigenous peoples, the term “Status Indian” is a legal term defined under the Indian Act and still in force in Canadian law. Discussions of both historical and contemporary  Indigenous issues will occasionally need to refer to Status Indians as a particularly defined group of Indigenous people.

We have made no attempt to change outdat-ed terms in historical quotes, documents or titles.

Aboriginal societies. Understand and impart that the spiritual beliefs of Aboriginal peoples are integral to the structure of our societies and are not “superstitions” or “heathen.”

• Invite Aboriginal guest speakers/presenters to your class. Offer an honorarium or gift to those who visit your institution.

• Honor and respect the wisdom of the elders, as you would respect the accomplishments of a person with a Ph.D.

• Avoid the assumption that an Aboriginal person knows everything about all Aboriginal peoples.

• Most of all, teach about Aboriginal people in a manner that you would like used to depict your culture and racial/ethnic origin.

His complete discussion can be found here.

Structure of the GuideThis Teacher’s Guide contains four introductory sections, including an explanation of how to use the guide, an introduction, a biography and a timeline, followed by six Activity sections. A list of Language Resources is included at the end.

Each activity includes detailed background information for teachers and lesson plans with linked resources to explore the subject matter. The lesson plans are aimed at the secondary school level, and the learning activities are designed to be applicable and adaptable across all regions of Canada.

The guide has been designed to give teachers the flexibility to decide if they wish to teach all the activities as a complete unit, or to access in-dividual activities or even individual lesson plans in order to expand their existing curriculum to include Indigenous perspectives and history.

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AcknowledgementsThe Teacher’s Guide for Indigenous War Heroes: Secondary School Curriculum was developed by the Wasauksing War Hero and Native Veteran’s Educational Awareness and Commemoration Project with support from a Canadian Heritage grant from the Government of Canada. The sup-port of the Wasauksing First Nation, and so many community members who shared their stories and encouragement, is deeply appreciated. A special thank you to the late Duncan Pegahmagabow and Marie Anderson who wanted their father Francis’s story shared with the world.

We are also thankful to Dr. L. James Dempsey of the University of Alberta and LCol Patrick Bryden (ret’d), Headquarters, Canadian Army, who very generously and graciously shared their expertise and answered our questions during content development.

We are grateful to the Glenbow Museum, the Esplanade Museum, the King’s Own Calgary Regimental Museum, Library and Archives Can-ada, the Canadian Museum of History, the Them Days Archive, and the McLean family for giving us permission to use the photographs in this guide and on the associated website.

Bibliography:http://indigenousfoundations.arts.ubc.ca/home/identity/aboriginal-identity-terminology.html

http://indigenousfoundations.arts.ubc.ca/home/identity/terminology.html

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Introduction

Introduction

The Wasauksing War Hero and Native Veter-an’s Educational Awareness and Commem-

oration Project explores the experience of First Nations soldiers and veterans such as Sergeant Francis Pegahmagabow, the most decorated for bravery historical Canadian Aboriginal service-man. Indigenous men and women have long contributed to the efforts of the Canadian mili-tary. The teacher’s guide and associated website provide educators and students with a framework and resources for better understanding and cele-brating the past and continuing contributions of Native Canadian soldiers.

The guide highlights the experience of national military hero Francis Pegahmagabow and gives students the opportunity to explore the stories of other Indigenous heroes such as Thomas Prince and Mike Mountain Horse. The stories of these individuals serve as a proud testament to the contributions, challenges, and accomplish-ments of Aboriginal men and women in uniform. Through exploring aspects of their lives outside of the military, an appreciation of Native cultures, languages, and perspectives may be better real-ized. In addition to stories and photos of Native Veterans, this guide features a timeline that contextualizes Aboriginal military experience in a Canadian context. As the original inhabitants, Native peoples have a long tradition of defending their homeland. Such traditions of protection and security are continued in the common responsibil-ity of all Canadians for shared lands.

Native military accomplishments in this country are broad and far-reaching. Indigenous constructs of bravery and honor, and what it means to be a leader and warrior, provide valuable extension to our present understanding of diverse military traditions. The historical experience of Aboriginal veterans is also key to understanding the struggles that many endured, and the continu-ing challenges faced by all Canadians in finding meaningful reconciliation. Through studying the unique viewpoints, practices, and experience of Native Canadians, we better prepare ourselves for the important conversations that can lead to lasting resolution. In so doing, we truly honor the involvement and spirit of the sacrifices made by Aboriginal veterans.

Resource: Ontario Curriculum documents:

Equity and Inclusive EducationIn an inclusive education system, all students see themselves represented in the curriculum and broader learning environment. The resultant sense of belonging, engagement, and empowerment is too often missing for Indigenous students. Teach-ers can give students a variety of opportunities to learn about diversity and diverse perspectives. By drawing attention to the contributions of wom-en, the perspectives of various ethno-cultural, religious, and racial communities, we better reflect the diversity of Ontario society.

The learning opportunities in these courses can help break stereotypes, and teach all students about various social, religious, and ethnocultural groups, including First Nations, Métis, and Inuit people. In examining ways through which various people act or have acted as agents of change, and serve as role models for responsible, active citizen-ship, students learn about injustice and inequality using a social justice lens that envisions a better future based on collaboration and inclusivity.

The stories of these individuals

serve as a proud testament to

the contributions, challenges,

and accomplishments of

Aboriginal men and

women in uniform.

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On June 21st, 2016, one of Canada’s greatest war heroes was immortalized in bronze.

Francis Pegahmagabow’s statue stands proud-ly overlooking Georgian Bay in Parry Sound, Ontario. In a country short on diverse representa-tion of our national icons, Francis’s extraordinary accomplishments on the Western Front and in the political sphere mark him as a hero for all Canadians.

His story is profoundly resonant and inspi-rational for a nation aspiring to include, respect and reconcile with the Indigenous peoples within its borders. Living through one of the great conflicts of our age, Francis was a man who saw life through multiple perspectives: First Nations citizen, war hero, disillusioned veteran, political activist, and perhaps most importantly to him, father and husband. All of these roles were firmly grounded in his identity as a proud Nishnaabe.

Francis had to fight as hard for respect as a Nishnaabe at home as he did to protect his homeland overseas, albeit in a different kind of battlefield. His story is echoed in the histories of many Indigenous soldiers and veterans. We have tried to represent many elements of their common experiences in this guide’s exploration of Pegah-magabow’s life.

Francis was a member of the Ojibwe na-tion and belonged to the Caribou clan (Adik odoodeman). Although he was a member of the Wasauksing First Nation, Francis was born and grew up in nearby Shawanaga. He overcame early tragedy in life to become one of 38 Canadian soldiers awarded the Military Medal and two bars for bravery during the First World War. Serving as a sniper and scout, Francis is Canada’s most decorated Indigenous soldier for bravery and one of the top Allied snipers of the Great War.

Returning to Canada, Pegahmagabow married and raised his family at Wasauksing. He campaigned against the unequal treatment of Indigenous veterans and Indigenous peoples in general by taking up the political mantle, locally and nationally. He was elected Chief of his First Nation, serving from 1921 to 1925 and 1942 to 1945, and was a Councillor from 1933 to 1936.

At the national level, Francis demonstrated peacefully for Indigenous rights and self-govern-ment, looking for paths to lead to better relations among all peoples of Canada. He helped to found the Brotherhood of Canadian Indians, an early national Indigenous organization, and was elected supreme Chief of the National Indian Govern-ment in 1949 and 1950.

Francis Pegahmagabow dedicated his life to serving his homeland and his First Nation with honour. His story richly reminds us we need to continue to look for pathways of our own to seek equity for all peoples in our contemporary landscape.

A Question of RankThose familiar with Francis Pegahmagabow’s story know that he attained the rank of corporal during his four years on the western front of the Great War with the Canadian Expeditionary Force (CEF). However, Pegahmagabow’s service did not end with his demobilization in 1919. He joined the Militia after the war, serving his unit as company sergeant-major (CSM).

The CSM is a highly respected position re-sponsible for the four Ds — dress, drill, discipline and deportment — as well as providing a com-munication link between officers and noncom-missioned members. It was no small feat for an Indigenous soldier to rise from private to CSM in the largely Anglo organization of the early twentieth century Canadian Army.

Pegahmagabow was among the first recruits to join the CEF in the First World War, signing up on August 13, 1914 as a private with the 23rd Northern Pioneers Regiment, based in Parry Sound. This regiment amalgamated with the 1st Battalion of the CEF. Pegahmagabow was pro-moted to corporal on November 1st, 1917.

After his 1919 demobilization, the decorated veteran returned to Wasauksing First Nation, and in the mid-1920s, he joined the “A” Company of the 23rd Northern Pioneers Non-Permanent Active Militia (NPAM). The NPAM is known to-day as the Reserve Force. The Northern Pioneers amalgamated into The Algonquin Regiment in

t h e l i f e o f Francis Pegahmagabow

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The Life of Francis Pegahmagabow

1936. In 2016, this historic regiment was renamed The Algonquin Regiment (Northern Pioneers) to honour the legacies of both the Algonquin Rifles and the Northern Pioneers. Pegahmagabow, the most decorated Indigenous soldier of the CEF, is an important part of this legacy.

Unfortunately, the military records of many militia members between the two world wars were not archived, so there is no formal record of Pegahmagabow’s rank during his NPAM service. However, there is convincing evidence that he served as company sergeant-major of his unit. In addition to newspaper evidence, anecdotal stories from trusted sources, and family histo-ry via Pegahmagabow’s son Duncan, historian Adrian Hayes was able to provide copies of letters from Pegahmagabow’s Company Commander to the soldier, addressing him as either sergeant or sergeant-major.

Based on these letters on official military cor-respondence signed by Pegahmagabow’s Northern Pioneers Company Commander, the Canadian Army will now refer to the celebrated soldier as Company Sergeant-Major Pegahmagabow.

Bibliographyhttp://www.nugget.ca/2016/06/23/algon-quins-history-honoured

http://www.army-armee.forces.gc.ca/en/news-publications/national-news-details-no-menu.page?doc=courage-under-fire-first-nations-war-hero-a-fighter-on-two-fronts/i9se0262

http://www.army-armee.forces.gc.ca/en/news-publications/national-news-details-no-menu.page?doc=sergeant-francis-pegahmaga-bow-memorial-an-inspiring-tribute-to-an-origi-nal-war-hero/ioit1o2f

Pegahmagabow: Life-long Warrior, Adrian Hayes, Dundurn Press, 2009

Francis Pegahmagabow, photographed in Ottawa, 1945

Courtesy of Canadian Museum of History, 95292

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Indigenous War Heroes Timeline

1812 - War of 1812, First Nations participation under Tecumseh

July 1st, 1867 - Canada founded as a country

1870 - Foundation of residential schools for Indian children

1876 - Creation of the Indian Act

March 9, 1889 - Birth of Francis Pegahmagabow, Shawanaga, Ontario

1899–1902 - First Nations enlisted as Canadian soldiers in the Boer War (South Africa)

1700s October 1763 - Royal Proclamation

1800s

1900s

August 4, 1914 - Beginning of the First World War

August 13, 1914 - Francis Pegahmagabow enlists in the Canadian Expeditionary Force

August 22, 1914 - Canada passes the War Measures Act

September 20, 1917 - Canada passes the Wartime Elections Act

September 1, 1939 - Beginning of the Second World War

∞ First Nations North American Sovereignty

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Indigenous War Heroes Timeline

June 1945 - Formation of the National Indian Government

1946–1948 - Government Special Joint Committee examination of the Indian Act

1950 - Korean War Conflict

August 5, 1952 - Death of Francis Pegahmagabow Parry Sound, Ontario

June 7, 1956 - Status Indians granted Canadian Citizenship

1960 - Status Indians allowed to vote in federal elections

July 11th, 1990 - Oka Crisis

August 18, 1995 - Gustafsen Lake Standoff

1900s

2000s

June 21, 2001 - National Aboriginal Veterans Monument Ottawa, Ontario

2001–2014 - Canadian soldiers serve in the Afghan theatre of operations

2002 - Government announces First Nations Benefit Package for veterans

June 20, 2015 - Provincial Plaque commemorating Francis Pegahmagabow Wasauksing First Nation, Ontario

December 2012 - Founding of the Idle No More movement

June 21, 2016 - Unveiling of Statue Celebrating Life of Francis Pegahmagabow Parry Sound, Ontario

Indigenous War Heroes: Secondary School Curriculum

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CANADIAN AND WORLD STUDIESCanadian History Since World War I - all levelsCanada’s Participation in War, Peace, and SecurityB3. Identity, Citizenship, and Heritage

Canada: History, Identity, and Culture, Grade 12 CHI4UD3.Diversity and Citizenship

Background Information for Teachers

Canada is founded on homelands once con-trolled entirely by Indigenous peoples. Re-

ferred to as Turtle Island by many North Ameri-can Native groups, the establishment of countries such as Canada, the United States, and Mexico is a relatively recent development in the history of the continent. Ancient Indigenous ways of life, belief, and stewardship continue into the present. For many Native peoples, the earth is a living an-imate being who is afforded tremendous respect. Thousands of years of life with the land developed deep feelings of pride and guardianship that continue into the present. The innumerable place names of Indigenous origin on Canadian maps provide evidence of the long relationship between Indigenous peoples and the land. Defending one’s homeland remains a part of many Indigenous traditions.

The original territories of Canadian Native peoples are vast and contained all of the resources necessary for life. There is, however, a long history of forced separation of Indigenous peoples from their traditional lands. Settler cultures needed increasingly more space, and the appropriation of Native territories became an ever present facet of colonization. The making of treaties in exchange for other necessities was one means of trying to secure some guaranteed rights and sustenance capacity for Indigenous nations. The Indian Act, which empowered colonial authorities in the appropriation of Native territories, also designat-ed Indian reserves for the occupation of status Indians. The reserves greatly reduced mobility and access to traditional territory. While the Indigenous peoples would lose control of much of their original lands, the connection to the earth

was never entirely severed by colonial policy and practice.

All peoples in Canada today now make their home in territories that were once—and continue to be— the homeland of one of the many original Native nations. Learning about the original histo-ry of how one’s hometown or city became a part of the greater Canadian story is important for our collective history. It is also a way to honor the contributions and sacrifices of the First Peoples. Such investigation also helps us better under-stand why Native soldiers fought so dedicatedly to protect lands, that although might not have been under the direct ownership or control of an Indigenous nation, still compelled loyalty and dedication from countless generations of steward-ship and care.

Lesson Plan: Indigenous Homelands Teacher PreparationFamiliarize yourself with the listed resources for Indigenous place names.

Reading Sounding Thunder. Chapter Two - Indigenous Life and Community in Georgian BaySounding Thunder. Chapter Three - Wind, Rock, and Water: Maps and Names at Wasauksing and Shawanaga

Focus QuestionHow does understanding Indigenous place names help to enrich our understanding of Canadian history?

Learning OutcomeStudents will have researched the history of their hometown, using primary and seconding sources, to discover the original place names and histo-ry of the First Peoples of the region. They will have demonstrated their understanding of the differences between the way Native peoples and non-Indigenous peoples view their relationship with the land, and the impact of contact on the First peoples.

a c t i v i t y o n e : Indigenous Peoples, Indigenous Homelands

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Indigenous Peoples, Indigenous Homelands

Project: Indigenous HomelandsAll of us in Canada either come from—or cur-rently inhabit—territories that are the traditional homeland of an Indigenous people. Learning about the original history of the place we now make our home is an important task for all Ca-nadians today. Not only are we able to better gain respect for the historical roles and presence of Indigenous peoples, we also have opportunity to learn about the historical circumstances that dis-possessed them of their original homes. All places in Canada were said to have names in at least one of the many Indigenous languages that were once spoken here. These names have sometimes survived—if only in a variant form—in maps we still use today. Researching these names, and their associated stories, help us to better understand the significance and function of many of these places that we now share with Indigenous Canadians.

In reading Chapters Two and Three of Sounding Thunder we have opportunity to learn about the home territory of Canadian Indigenous soldier Francis Pegahmagabow. We are presented in the text with a span of history that pre-dates European contact through the recent present. Traditional places of importance, sustenance activities, and spiritual ways of relating to the land are described throughout both periods of change and adaptation for the Ojibwe. Of particular in-terest are the innumerable Native language place names that describe the landscape in a way the Ojibwe would have known it a century ago. Many important stories of Georgian Bay, and the legacy of its Indigenous peoples, are described through such names. All parts of Canada have such place names and stories that can better help us under-stand the original history of our country. Our challenge is to explore and share such learning with each other.

ActivationNiibna gegoo maa gii-bi-zhiwebad shkweyaang go naa nake gii-mno-bmaadziwag maa naa ge-wiinwaa Nishnaabeg gii-mno-yaawag nshike wedi gii-daawaad.

There were many things that happened long ago, and they lived good lives—the people were very well off living there by themselves. — Duncan Pegahmagabow

(Sounding Thunder, p. 42)

Resourceshttps://en.wikipedia.org/wiki/List_of_place_names_in_Canada_of_aboriginal_origin

Rayburn, A. 2001. Naming Canada: Stories about Canadian Place Names. Toronto, ON: University of Toronto Press.

http://www.npr.org/assets/news/2014/06/Trib-al_Nations_Map_NA.pdf

http://www.historymuseum.ca/cmc/exhibitions/aborig/fp/fpz2d09e.shtml

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1. What was an original Indigenous place name for the territory being investigated?

2. Who were the original peoples? Describe their traditional culture, life practices, and language.

3. When did European contact occur? What were the major changes to the land? Explain differ-ences in how Euro-Canadian society related to the land in contrast to Indigenous peoples.

4. How did contact influence the area Native peoples? Were they required to reside elsewhere and join the wage economy? What factors drove these changes, and how did Indigenous peoples adapt and participate in the new social order?

5. What Native peoples live in the region today? How have Native Canadians contributed to our society? What is the historic involvement in any of Canada’s wars by local Indigenous people? Why might Indigenous peoples want to defend their homeland by participating in Canadian military expeditions?

Students will research the history of their home town or city (or a place they currently reside), and will learn about the first place names, peoples, and cultures. Students can explore either primary or secondary sources to discover an original place name and the history of the First peoples in the region. The exploration can cover material from earliest recorded history through the present. Each of the following questions should be considered in a paper or presentation.

There were many things

that happened long ago,

and they lived good lives—

the people were very

well off living there

by themselves.

— Duncan Pegahmagabow

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Indigenous Peoples, Indigenous Homelands

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Read Chapters Two and Three of Sounding Thunder.

Reflect on the content presented about Indige-nous understandings of the land. What did you learn about Indigenous peoples’ relationship with the earth?

Review some of the place names featured in Sounding Thunder. What do such place names reveal about Indigenous relationship with the earth?

Think of the Canadian town or city where you were born or presently live. What do you know about the history of this place? Who were the First Peoples?

Research the history of the Indigenous peoples who originally occu-pied—and who may continue to occupy—the place where you were born or presently live.

Research how the Ojibwe thought about and lived on the land compared to Euro-Ca-nadians.

What have been some key differences in the historical experience of Indigenous and Euro-Canadians in Canada?

What is the name of a place where you were born or live? What is the significance of the history of this place?

What are you able to learn about the his-toric or contemporary presence of Indigenous peoples? Why is this important knowledge for all Canadians to presently know about the original inhabitants?

Compare and contrast the different beliefs and ways of living with the land that character-ized both Aboriginal and Euro-Canadian societies.

Why did different peo-ples in Canada develop different relationships with the land?

Why were Indige-nous peoples treated differently by the federal government and other institutions? How did the Indian Act influence life for Indigenous peoples?

What can we learn from the First Nations about living with the land?

Why did Indigenous veterans fight for Canada even though they were not citizens or full-citizens under the law?

Why do most versions of history that are presented in schools exclude the stories and perspectives of Indige-nous peoples?

Class discussion about traditional First Nations’ peoples life with the land and what students learned about Indige-nous peoples’ identities, lifeways, and perspec-tives.

Individual report on the Indigenous history of one’s place of birth or current residence. This should explore the identities and major events of local Native groups. Are there any Indigenous war veterans that came from the local area?

Indigenous Homelands Project

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John Shiwak, an exceptional scout and sniper with the Royal Newfoundland Regiment, was an Inuk from Rigolet, Labrador. He was a talented artist and writer. The Inuit name for Rigolet is Kikiaq.

Photo courtesy of Them Days Archive.

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History as Story—Gaps and Silences

a c t i v i t y t w o : History as Story—Gaps and Silences

CANADIAN AND WORLD STUDIESCanadian History Since World War I - all levelsCanada’s Participation in War, Peace, and SecurityB3. Identity, Citizenship, and Heritage (FOCUS ON: Continuity and Change; Historical Perspective)

Canada: History, Identity, and Culture, Grade 12 CHI4UD3.Diversity and Citizenship (FOCUS ON: Continuity and Change; Historical Perspective)

Background Information for Teachers

Storytelling is an important, time-honored tradition of Indigenous peoples across Can-

ada. The history and cultural ways of many First Nation communities were transmitted from one generation to the next through the oral tradition. The use of rock petroglyphs, pictographs, or birch bark scrolls was helpful in documenting many traditional stories, but the integrity of the oral tradition was dependent on the sharing of stories and words of wisdom from previous generations.

The love of story is as integral to the study of history as empirical facts. We use story to understand the past and apply that understanding to the issues of the present. In order to understand the historical significance, cause and consequence, continuity and change, and ever-changing per-spective of our historical narratives, we have to understand the gaps and silences within them and the intertextual information we bring to them.

Lesson PlansGaps and Silences in Historical Narratives

A Balance of Stories

Lesson Plan One: Gaps and Silences in Historical NarrativesTeacher PreparationFamiliarise yourself with the listed resources for different texts about Francis Pegahmagabow.

ReadingSounding Thunder. Chapter One - Stories as a Means of Understanding LifeSounding Thunder. Chapter Four - Language, Culture, and StoriesSounding Thunder. Chapter Five - Learning from Stories

Focus Questions1. Why do you think the author chose to examine

the stories important to Francis Pegahmagabow as a framing device?

2. What gaps or silences do these stories fill in the written record on this Ojibwe war hero?

Learning OutcomesStudents will have built critical thinking skills by examining texts for points of view represented or not represented. Students will also have developed their meta analysis skills as they discuss what ave-nues of meaning are opened up by the storytelling structure of Sounding Thunder.

Activation“One cannot know his experience without an appreciation of the places he came from, the complex spiritual reality of the Ojibwe, the ex-tremities of the Great War itself, and the dynamic oscillation of subjugation and liberation that has characterized settler-Indian relations since the beginning of contact. For the old Ojibwe, bound-aries between physical and spiritual worlds were more fluid—no matter what one’s religious orien-tation. To understand such a world requires being open to what the stories tell us. This might involve considering, if only for a short time, that the truth of another people is equal to that of one’s own.”  (Sounding Thunder, p. 18)

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Resourceshttp://www.ammsa.com/content/frances-pegah-magabow-footprints

http://www.army-armee.forces.gc.ca/en/news-publications/national-news-details-no-menu.page?doc=company-sergeant-major-fran-cis-pegahmagabow-memorial-an-inspiring-trib-ute-to-an-aboriginal-war-hero/ioit1o2f

http://www.cbc.ca/news/aboriginal/legendary-ojibwa-sniper-unsung-he-ro-of-ww-i-1.2725241

Song, “Fighting Fire With Fire” https://www.youtube.com/watch?v=ZGQtzjSPHU4

http://www.nugget.ca/2016/06/23/algon-quins-history-honoured

http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers/peaceful

Hayes, Adrian, Pegahmagabow, Life-Long Warrior, Blue Butterfly, 2009.

Project: Gaps and Silences in Historical NarrativesStudents will research to find different texts de-scribing the life and accomplishments of Francis Pegahmagabow. They will examine the texts to identify any patterns on which points of view are represented in the texts, as well as the impact of any gaps. Students will also consider the impact of telling stories in Ojibwe in Sounding Thunder.

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History as Story—Gaps and Silences

Gaps and Silences in Historical Narratives Project

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Find examples of dif-ferent texts describing Francis Pegahmag-abow’s military and post-military life.

What are some of the common themes in this literature? Are there patterns to what is highlighted and what is minimized or excluded?

Chart which perspec-tives are represented in the different narratives, including those found in Sounding Thunder.

Are any voices given more weight in particu-lar narratives?

Analyze which voices are most and least prominent in the differ-ent texts.

Identify any  gaps in perspective in the narratives.

Evaluate the impact of gaps and silences in Francis Pegahmaga-bow’s story.

Is the inclusion in Sounding Thunder of the stories important to Francis Pegahmaga-bow—and the cultural perspective of the author— an effective way to  address some of those gaps?

Are the stories effec-tive in helping to build Francis Pegahmaga-bow’s world view?

What is the significance of telling the stories in Ojibwe?

Class discussion on the impact of who is telling the story of histori-cal events, as well the impact of how the story is told.

Indigenous War Heroes: Secondary School Curriculum

Stories help us to build connections to what we are living or studying and, in the most unexpected ways, sometimes make us part of the narrative. Stories must always be a core component of Ab-original teaching and learning traditions.”(Sounding Thunder, p. 23)

“The truth about stories is, that’s all we are.”—Thomas King, The Truth About Stories: A Native Narrative

ResourcesCanadian War Museum Primary and Secondary Sources lesson plan http://www.warmuseum.ca/firstworldwar/ressources/lesson-plans/prima-ry-and-secondary-sources/

“The Danger of a Single Story” TED Talk https://www.ted.com/talks/chimaman-da_adichie_the_danger_of_a_single_story?lan-guage=en#t-1102403

50th Battalion War Diaries http://data4.collectionscanada.ca/netacgi/nph-brs?s1=50TH+CANADIAN+INFAN-TRY+BATTALION&s13=&s12=&l=20&s9=RG9&s7=9-52&Sect1=IMAGE&Sect2=THE-SOFF&Sect4=AND&Sect5=WARDPEN&-Sect6=HITOFF&d=FIND&p=1&u=http://www.collectionscanada.ca/archivianet/02015202_e.html&r=1&f=G

Mike Mountain Horse story robe and 50th Bat-talion War Diary article http://contentdm.ucalgary.ca/cdm/compoundob-ject/collection/camh/id/2940/rec/43

Glenbow explanation of story robes: https://www.glenbow.org/exhibitions/online/robes/srobe.htm

Native Veteranshttp://www.mta.ca/library/courage/nativeveter-ans.html

Lesson Plan Two: A Balance of Stories Teacher PreparationAccess the photo of Mike Mountain Horse’s story robe, included in the lesson plan.

Preview the Canadian War Museum Primary and Secondary Sources lesson plan through the link in Resources.

Preview the “Danger of a Single Story TED Talk” through the link in Resources.

Preview the Honour Magazine article on Mike Mountain Horse in the University of Calgary collection through the link in Resources.

Preview the 50th Battalion War Diary entries though the link in Resources.

ReadingSounding Thunder. Chapter One - Stories as a Means of Understanding LifeSounding Thunder. Chapter Four - Language, Culture, and StoriesSounding Thunder. Chapter Five - Learning from StoriesHonour Magazine, “Mike Mountain Horse: A Passchendaele Warrior’s Diary”

Focus Questions:1. What is the impact of people learning a single

story about Canadian history?2. How does a balance of stories impact our un-

derstanding of historical events?

Learning OutcomeStudents will have examined different sources about similar events, discussed how to classify them as primary or secondary sources,  identified the points of view embedded within them, and analyzed how they illuminate each other.

Activation“Stories, after all, are dedicated to understanding the intricacies of life; they have the capacity not only to teach us but also to involve and include us.

History as Story—Gaps and Silences

Mike Mountain Horse’s story robe, detailing events from his service in the First World War.

From the Collection of the Esplanade Museum, Medicine Hat, Alberta, Canada.

Project: A Balance of StoriesIn her TED Talk, Chimamanda Ngozi Adichie eloquently explains the danger of a single sto-ry controlling our understanding of the world around us. The danger is not that the single story is necessarily untrue,  but that it is incomplete, and that incompleteness limits our view.

Sharing a variety of stories is a way to enhance our understanding of history and its con-nection to the present. Different stories help to fill in gaps in the dominant narrative and empower alternate voices and points of view. The power of intertextuality helps one text illuminate another, adding nuance and complexity. Critically examin-ing our historical sources for the perspectives that shape what is and is not told can help to shift how we interpret stories.

In this lesson plan, students will have the opportunity to examine the juxtaposition of some of the 50th Battalion’s war diary entries on Passchendaele with the Passchendaele story recorded on First Nations veteran Mike Moun-tain Horse’s story robe. A discussion on how each story enlightens and enriches the other will help to deepen the historical narrative for everyone.

It is important to note that this lesson is not presenting the battalion war diaries as discrimina-tory to any one group of people. Produced by the Canadian military as recently as the Afghanistan conflict, these documents are intended to be a collective, general, and brief summation of the battalion’s activities, not a recording of individ-ual exploits. Few individual names occur in the diaries, and when they did in the First World War,  those names were usually officers rather than non-commissioned members, reflecting the importance of class in this time period.

Please Note: Larger full-size image of story robe in the Appendix of this Teacher's Guide.

Indigenous War Heroes: Secondary School Curriculum

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Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Listen to the TED Talk on “The Danger of a Single Story”

Using the War Museum lesson plan, discuss the differences between primary and secondary sources.

Look at the photo of Mike Mountain Horse’s story robe.

What is the purpose of a story robe?

Read the Honour magazine article on the differences in story between Mike Moun-tain Horse’s visual diary about Passchendaele and his battalion’s war diary.

What is the purpose of a battalion war diary?

How would you classify each source of informa-tion in this lesson?

List the strengths and weaknesses of primary and secondary sources.

What parts of the TED Talk seem pertinent to a discussion on how the battalion war diary and the story robe tell stories from different perspec-tives?

What is the strength of each of these historical narratives?

Does an artifact like the story robe add another voice to our historical record?

Does the story robe help fill out and enrich de-tails not covered in the battalion war diary?

What is the impact when there is not a balance of stories about our history?

Why is the issue of an incomplete historical narrative important for Indigenous peoples?

Class discussion about students’ findings.

Students will choose a creative method to illustrate the impor-tance of diverse voices in our historical stories. Students may choose to use drama, art, writing, song, photography,  or another creative avenue of choice.

Students will include a personal reflection on their creative proj-ect  and how it adds to an understanding of the First World War and of the contributions of Indige-nous  soldiers.

A Balance of Stories Project

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Indigenous Soldier Traditions

a c t i v i t y t h r e e : Indigenous Soldier Traditions

CANADIAN AND WORLD STUDIESCanadian History Since World War I - all levelsCanada’s Participation in War, Peace, and SecurityB3. Identity, Citizenship, and Heritage(FOCUS ON: Continuity and Change; Historical Perspective)

Canada: History, Identity, and Culture, Grade 12 CHI4UD3.Diversity and Citizenship(FOCUS ON: Continuity and Change; Historical Perspective)

Background Information for Teachers

The story of Francis Pegahmagabow is part of a larger narrative of Indigenous participation

in Canada’s military history, full of impressive achievements, moving sacrifices, and institu-tional barriers and prejudice. He was among the first volunteers for the Canadian Expeditionary Force, despite being considered a ward of the government rather than a full citizen. Even more remarkable is that Francis and many other First Nation soldiers chose to enlist despite an initial unofficial government policy discouraging the recruitment and participation of Indigenous peoples.

An estimated 35% of the eligible First Na-tions population enlisted in the First World War, above the national average of 30% of eligible men. The response was so high on some reserves, such as the Head of the Lake Band, that every single eligible man aged between 20 and 35 volunteered. This level of enlistment was repeated in the Second World War, when at least 3,000 Status In-dians, including 72 women, served. As each war’s statistic does not include non-Status Indians, Métis, and Inuit veterans, the actual number of Indigenous soldiers was higher. Veterans Can-ada site “Native Soldiers - Foreign Battlefields” states, “As early as 1942, opposition member John Diefenbaker noted in the House of Commons, ‘In Western Canada the reserves have been depleted of almost all the physically fit men.’ 56 The same could be said of reserves across Canada.”

Many First World War Indigenous soldiers such as Francis Pegahmagabow, Henry Norwest and John Shiwak served as scouts and snipers. A life lived on the land, participating in both hunt-ing and trapping, proved excellent preparation. James Dempsey writes in Warriors of the King that even those Indigenous recruits not officially designated as snipers were often recognized as excellent shots by their infantry battalions and sent to the front. However, Timothy Winegard in For King and Kanata notes that Indigenous sol-diers were employed in all branches of the combat arms, including the Navy and the Air Force.

As examples, the 107th Pioneer Battalion was a construction and logging battalion with a high number of Indigenous soldiers; other Native servicemen served in units like the Railway Troops, responsible for the construction, opera-tion, and maintenance of railway lines along the Western Front. Lieutenants James David Moses and Oliver Milton Martin, Mohawks from Six Nations of the Grand River, and John Randolph Stacey, from Kahnawà:ke, served as pilots in the Royal Flying Corps/Royal Air Force. According to Winegard, at least 17 Status Indians were com-missioned officers in the CEF, including Martin, who rose to be a brigadier-general when he served again in the Second World War. However, most Indigenous soldiers enlisted as non-commissioned members, due to what was necessary to obtain a commission, and the preponderance of prejudicial attitudes at the time.

The government did not officially recruit any units along ethnic lines, so there were no Indig-enous regiments, although there were some sug-gestions made to form one. There were regiments with high numbers of Indigenous soldiers, such as the 114th (Brock’s Rangers) Battalion and the 107th (Timberwolf ) Battalion.

Although they were not permitted to enlist as soldiers in the First World War, Indigenous women made important contributions to the war effort, both as nurses and on the home front. It is not known how many Indigenous women served as Nursing Sisters during the war, but Charlotte Edith Anderson Monture of the Grand River Six

Indigenous War Heroes: Secondary School Curriculum

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Nations reserve did just that. Charlotte completed her nursing training in New York State and served with the U.S. Medical Corps.

Most Indigenous women supported the war through other avenues. Just as Indigenous men responded strongly to the call to enlist, many Indigenous women on the homefront strong-ly supported the war effort through charitable fundraising. James Dempsey writes in Warriors of the King that on reserves, First Nations women organized patriotic societies and joined Red Cross charities to collect food, clothing, and money to be sent overseas. They sold traditional crafts to raise funds and knitted socks, sweaters, mufflers, and bandages for soldiers. These women’s groups raised thousands of dollars. In total, Indigenous groups of all kinds raised almost $45,000 to do-nate to patriotic funds.

It is worth noting that the Wartime Elections Act gave the vote to all serving members of the military during the First World War, includ-ing Status Indians—though they lost this right when they returned home from the war. Civilian women were also enfranchised if they had fathers, husbands, or brothers serving. Status Indian women, however, were excluded from this right under the act.

BibliographyContributions of Aboriginal Peoples in the First World War (1914–1918) https://thediscoverblog.com/2013/11/07/contributions-of-aboriginal-peoples-in-the-first-world-war-1914-1918/

Winegard, Timothy C. For King and Kanata, Ca-nadian Indians and the First World War, University of Manitoba Press, Winnipeg, Manitoba, 2012.

Dempsey, James L. Warriors of the King, Prairie Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999.

Dempsey, James L. “The Indians and World War One,” Alberta History, Summer 1983.

Aboriginal Canadians and the Second World War http://www.veterans.gc.ca/eng/remembrance/his-tory/historical-sheets/aborigin

Two Decades Later: The Second World War http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers/second_response

Canadian Railway Troops http://www.exporail.org/can_rail/Canadian%20Rail_no437_1993.pdf

Women and War http://www.thecanadianency-clopedia.ca/en/article/women-and-war/

Aboriginal Women’s Contributions https://www.aadnc-aandc.gc.ca/eng/1414152378639/1414152548341#chp6

Wartime Elections Act http://www.thecana-dianencyclopedia.ca/en/article/wartime-elec-tions-act/

Edith Monture http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veter-ans/native-soldiers/nurse

Lesson PlansAnswering the Call

Diversity in the Canadian ArmySection One: Ojibwe Culture and Warrior TraditionsSection Two: Support for Diversity in the

Canadian Army

Recognizing Francis Pegahmagabow’s LegacySection One: Francis Pegahmagabow:

Canadian of National ImportanceSection Two: Mapping the Battles

Indigenous Heroes Heritage Presentations

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Answering the Call Project

Indigenous Soldier Traditions

Resourceshttps://www.youtube.com/watch?v=i4NGNwD-M38w Honouring First Nations Veterans

https://www.youtube.com/watch?v=IqXwmjYD-maA Honouring First Nations Soldiers

http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/boo-bro/abo-aut/chapter-chapitre-05-eng.asp

http://ifyebreakfaith.blogspot.ca/2015/02/war-rior-spirit.html

http://www.canadianpoetry.ca/confederation/DCScott/address_essays_reviews/vol1/cdn_in-dians_great_war.html (1919 report to Indian Affairs)

http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans

http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers

http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers/first_response

http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers/tradition

http://ww1.canada.com/faces-of-war/first-na-tions-on-the-front-lines

http://ww1.canada.com/home-front/not-all-ca-nadians-were-equal-at-first-world-war-recruit-ing-stations

http://www.army-armee.forces.gc.ca/en/news-publications/national-news-details-no-menu.page?doc=courage-under-fire-first-nations-war-hero-a-fighter-on-two-fronts/i9se0262

Lesson Plan One: Answering the CallTeacher PreparationFamiliarize yourself with the list of resources about Indigenous soldiers’ enlistment in the First World War.

Preview the Joseph Boyden interview through the link in Resources.

Remember to pre-order any of the books you wish to include in your discussions.

ReadingSounding Thunder. Chapter One - Stories as a Means of Understanding Life (Of Heroes and Men)Sounding Thunder. Chapter Seven - An Indian at War

Focus QuestionWhy did so many Indigenous men voluntarily enlist to fight in the First World War when Indig-enous peoples had very limited civil rights and a guarantee they would not have to fight in foreign wars?

Learning Outcomes Students will have researched, analyzed and communicated the various points of view among Indigenous peoples which led to their high enlist-ment numbers in the First World War. Students will also have researched, analyzed and communi-cated the institutional barriers to enlistment faced by Indigenous peoples.

Activation “And though they were not full citizens under the law, young Aboriginal people enlisted in numbers disproportionate to their population. Whether it was to honour ancient warrior traditions or treaties signed with the crown, or the opportu-nity to find transient equality on the battlefield, enlistment in the war seemed to herald something different in Indian-settler relations.”(Sounding Thunder, p. 19)

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Project: Answering the CallIn Sounding Thunder, Brian McInnes notes that one of the reasons Francis Pegahmagabow enlisted in the First World War was to engage and hopefully change the colonial narrative about Indigenous peoples. Pegahmagabow’s story helps to illustrate the overall picture of high Indigenous enlistment in the Great War, although there is al-ways a multiplicity of perspectives on any complex situation. Students will draw on the listed resourc-es to research and discuss institutional barriers to Indigenous enlistment, as well as the various rea-sons why Indigenous peoples’ response to the call was extraordinarily high when their civil rights in Canada were so limited at the time.

http://ww1.canada.com/battlefront/aboriginal-soldiers-were-among-canadas-top-first-world-war-snipers

http://www.thecanadianencyclopedia.ca/en/arti-cle/indigenous-peoples-and-the-world-wars/

https://youtu.be/4MfmH5s1moM ( Joseph Boy-den interview)

Dempsey, James L. Warriors of the King, Prairie Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999.

Dempsey, James L. “The Indians and World War One,” Alberta History, Summer 1983.

Winegard, Timothy, For King and Kanata, Cana-dian Indians and the First World War, University of Manitoba Press, Winnipeg, Manitoba, 2012.

Recruits from the Kainai Nation (also known as the Blood Tribe) with their sergeant-major, Fort McLeod, 1916. Left to right (front): Nick King, Harold Chief Moon, Lieutenant-Colonel W.C. Bryan, Joe Mountain Horse, and Mike Mountain Horse. Left to right (back): George Coming Singer, Joe Crow Chief, David Mills, George Strangling Wolf and an unknown recruit.

Courtesy of the Glenbow Archives, NA-2164-1.

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Answering the Call Project

Indigenous Soldier Traditions

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Starting with Francis Pegahmagabow and Sounding Thunder, and then drawing on the listed resources, research reasons why Indigenous soldiers voluntarily enlisted.

Why was the govern-ment initially reluctant to recruit people from disenfranchised groups?

Chart the various rea-sons for enlisting. Chart reasons for the government to initially discourage recruitment from Indigenous com-munities.

What areas did many Indigenous soldiers hope to impact through their service?

How did Indigenous recruits hope to make a difference when they enlisted in the Canadian Expeditionary Force?

Produce a bulletin board display illustrating students’ conclusions on reasons for Indigenous enlistment in the First World War.

Indigenous War Heroes: Secondary School Curriculum

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s e c t i o n o n e : Ojibwe Culture and Warrior Traditions Project

Focus QuestionHow did Francis Pegahmagabow’s beliefs, values, and traditions shape him as a soldier?

Learning OutcomesStudents will have examined and discussed differ-ent points of view on the concept of warriorship, with an opportunity to apply the definition in a modern context.

Activation“He took pride in the warrior tradition that ran through his lineage, and like Ojibwe youth for generations before him he prepared himself with the vital skills to survive should such hardship ever again come to the people.”(Sounding Thunder, p. 141) “Zhimaagnish ge gii-aawi zhimaagnishii-gimaa gii-aawi ow.“He had been a soldier, a sergeant even. Miinwaa weweni enenmagiban iw ji-bmaadzid ji-naanoondaagzid giigdad.I always thought well of the way he lived his life, even when he was speaking aloud during military drills. Mii-sh go naa enaabminaagziwaad giw nishnaabeg yahaag zhimaagnishiiwi-gimaag.There were some Indians who would try to act like the non-Native sergeants.

Gaa gii-zhihaasii gtaamgwaadkamig gaa-izhi-mi-no-yaad.But he would never treat or speak to others badly, he was always a good person.”(Sounding Thunder, p. 15)

Lesson Plan Two: Diversity in the Canadian ArmySection One: Ojibwe Culture and Warrior TraditionsSection Two: Support for Diversity in the Canadian Army

Section One: Ojibwe Culture and Warrior TraditionsTeacher PreparationPreview “Living Warriorship: Learning Warrior-ship within the Context of Indigenous Commu-nity”, an article found in the Appendix.

Preview “Learning from ‘The Way of the War-rior’” through the link in Resources.

Preview “The Military and the People” through the link in Resources.

Preview “Way of the Warrior” video through the link in Resources.

Preview “American Warriors: Songs for Indian Veterans” through the link in Resources.

Preview the article on the unveiling of the statue of Francis Pegahmagabow, WW I hero Francis Pegahmagabow given Aboriginal Day honour

ReadingSounding Thunder. Chapter One - Stories as a Means of Understanding LifeSounding Thunder. Chapter Two - Indigenous Life and Community in Georgian BaySounding Thunder. Chapter Five - Learning from StoriesSounding Thunder. Chapter Six - Family (Tkwaans—The Dead Branch)Sounding Thunder. Chapter Seven - An Indian at WarWW I hero Francis Pegahmagabow given Ab-original Day honour http://www.cbc.ca/news/indigenous/francis-pegahmagabow-aborigi-nal-day-1.3644513

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Ojibwe Culture and Warrior Traditions Project

Indigenous Soldier Traditions

Project: Ojibwe Culture and Warrior TraditionsThe way of the warrior is an important and time-honored tradition of many Indigenous peo-ples. Mastery of requisite skills and dispositions were encouraged through ceremonial practices and rites of passage. A peaceful way of co-existing in the world is a fundamental goal of perhaps all Canadian Indigenous societies. So too is the capacity and willingness to stand up in defence of one’s land, people, culture, and way of life. The opportunity to go to war provided opportunity for many Indigenous peoples to fulfill a long-cultur-ally ingrained tradition of defending the greater good.

Every Indigenous culture and language has particular words to describe what it means to be a warrior. The Ojibwe would refer to soldiers who went to war as Zhimaaganishag after the word for lance (‘Zhimaagan’). Older words existed in Ojibwe culture for traditional warriors such as minisino, a word that referred to the unique distinction and honor that one found through participation in war. The late Basil Johnston, an Ojibwe author and storyteller, often referred to this word as meaning, “s/he who was an island unto him/herself.” Another word, adopted from the Dakota, would become commonplace for many Ojibwe communities; ogichidaa became an accepted way to describe the way and culture of the warrior, with the Ojibwe meaning of gichi-de’e (‘of great heart’) being used to describe the nec-essary qualities and characteristics of those who engaged in warfare.

Students will research and discuss the mean-ing of ‘ogichidaawin’. They will find examples in Sounding Thunder that illustrate Francis Pegah-magabow’s understanding of what it is to be a warrior and discuss how well his own concept of warriorship would have fit into Canadian Army culture at the time. Students will also discuss how well the concept of ‘ogichidaawin’ applies in a contemporary setting. Teachers may choose to have their students communicate their conclu-sions in an essay format or by creating a classroom display showcasing the students’ creative reflective responses to ‘ogichidaawin’.

ResourcesOgichidaawin:“Learning from the ‘Way of the Warrior’” http://shepherdexpress.com/article-12131-learning-from-the-‘way-of-the-warrior’.html

“Way of the Warrior” http://video.wpt.org/vid-eo/2169538256/

“The Military and the People” http://muse.jhu.edu/chapter/883293

“Living Warriorship: Learning Warriorship with-in the Context of Indigenous Community”

American Warriors: Songs for Indian Veterans http://media.smithsonianfolkways.org/liner_notes/hart/HRT15014.pdfhttps://www.youtube.com/playlist?list=PLUSR-foOcUe4YW3ZkKYc7Th0lDbtOuZ_tA

General:Aboriginal People in the Canadian Military http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/boo-bro/abo-aut/chapter-chapitre-05-eng.asp

Aboriginal Peoples in the Canadian Armed Forces http://www.forces.gc.ca/en/news/article.page?doc=aboriginal-peoples-in-the-canadi-an-armed-forces/hie8w98n

Francis Pegahmagabow statue unveiling http://www.cbc.ca/news/indigenous/francis-pegahmag-abow-aboriginal-day-1.3644513

Dempsey, James L. Warriors of the King, Prairie Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999.

Dempsey, James L. “The Indians and World War One,” Alberta History, Summer 1983. http://peel.library.ualberta.ca/bibliography/9021.31.3/3.html

Hayes, Adrian, Pegahmagabow, Life-Long Warrior, Dundurn Press, 2009

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Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Find examples in Sounding Thunder and the CBC statue article that illustrate how the Ojibwe soldier’s beliefs, values and traditions shaped him as a soldier and impacted his mili-tary career.

Discuss the articles on ogichidaawin—Ojibwe warriorship—and view the American film, “Way of the Warrior.” Read the PDF and listen to selected songs from “American War-riors: Songs for Indian Veterans.” What parts of Ojibwe warrior culture would have meshed well with the Canadian Expeditionary Force?

What parts may have caused a culture clash?

Categorize the Sounding Thunder examples into areas such as faith/spirituality, skills, and personal traits.

List aspects of ogichi-daawin.

List aspects of Euro-centric army culture that may have clashed with Ojibwe traditional warrior culture and the aspects that meshed well.

How did CSM Pegah-magabow’s spirituality help him cope with the horrors of the war?

How did his cultural traditions help shape him as a soldier and a leader?

How well does the statue raised in Parry Sound illustrate Francis Pegahmagbow’s identity as an Ojibwe warrior in the Canadian Army?

Draw conclusions about how CSM Pegahmag-abow’s beliefs, values, and traditions impacted his military service.

Draw conclusions on how the concepts of ogichidaawin could be applied in contemporary Canada. Can one be a warrior in this sense in everyday life?

Students will write an essay on how Francis Pegahmagabow’s beliefs, values, and traditions shaped him as a soldier and impacted his military career or on how one could apply the concepts of ogichi-daawin to aspects of contemporary life.

Alternatively, students may create a classroom display drawing on their reflective responses to the Ojibwe concept of warriorship. Their re-sponse may be a journal entry, poem, song, paint-ing, carving, cartoon, or photograph.

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s e c t i o n t w o : Support for Diversity in the Canadian Army Project

Indigenous Soldier Traditions

such soldier. He adjusted well to military life and according to documented anecdotal stories from the men he served with, he was well-liked for his generosity and good humour. However, his final months in the Canadian Expeditionary Force illustrate that, in many ways, he was still a man apart.

In November of 1918, his medical records show Pegahmagabow was hospitalized to be examined for dementia. Reasons given include that he suspected an officer of being a spy, that in turn he felt many of his fellow soldiers suspected him of being a spy due to his work as a scout, and that he believed he was being specifically targeted for persecution by his company sergeant-major (CSM), also referred to as the senior non-com-missioned officer (NCO).

Pegahmagabow’s perspective on the issue was recorded in his medical file:

“ Says C.S.M. was against him and this made him depressed. Tried to get officers to take it up and in-vestigate reasons for C.S.M.’s antagonism. Says the C.S.M. often appeared to be under the influence of drink, that he did not know his duties or his place, that the other NCOs made similar complaints against the C.S.M., that nobody but the C.S.M. ever behaved in any unpleasant or unfriendly way to him and that the only thing wrong with him has been that he got depressed as a result of his previous ill-health and the way in which the C.S.M obstructed him and others.”

The file later states Pegahmagabow’s mood quickly improved once hospitalised and that he had good insight into his condition. The notes say, “He still maintains he was the object of perse-cution on the part of the C.S.M. and avers that other N.C.O.s were complaining of the conduct of this C.S.M. He is so clear on this point that possibly it is not a delusion, though out of this state of affairs he developed ideas of reference and a depression which have now left him.”

Pegahmagabow is described as giving “clear connected narrative in an intelligent man-ner. Memory good. No hallucinations traced.”

Section Two: Support for Diversity in the Canadian ArmyTeacher PreparationPreview the listed resources on diversity in the Canadian Army, past and present

ReadingSounding Thunder. Chapter Nine - The Fourth Day (Honour)

Focus QuestionHow has the Canadian Army changed over time in its approach to diversity in its organization?

Learning OutcomeStudents will have examined the issue of diver-sity in the Canadian army at a systemic level, including the identification of current programs and mechanisms to promote the acceptance of different identities within Army culture.

Background Information for TeachersAlthough wartime conditions broke down many of the barriers among soldiers of different back-grounds, the underlying prejudice of Eurocentric institutions still impacted Indigenous soldiers in many ways. Cultural differences often led to mis-understanding, and dominant perspectives were regarded as official. Judgements are often made when we do not understand the cultural world-view of others, and the perspectives of Indigenous soldiers were seldom elicited or believed. When using primary research military documents, it’s necessary to ask which voices are represented within it and which are not.

In the stories of Indigenous veterans, it is not uncommon to find the sentiment that war-time conditions fostered a sense of camaraderie, regardless of background. This camaraderie, along with the right to vote as a serving soldier, led to a sense of increased equality among Indigenous soldiers. As well, many of these soldiers had a skillset that allowed them to adjust to the harsh conditions of trench warfare with less difficulty than some of their compatriots and to excel in wartime tasks. Francis Pegahmagabow was one

Indigenous War Heroes: Secondary School Curriculum

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Aboriginal Peoples in the Canadian Armed Forces http://www.forces.gc.ca/en/news/article.page?doc=aboriginal-peoples-in-the-canadi-an-armed-forces/hie8w98n

In Uniform: First Nations Soldiers http://www.warmuseum.ca/firstworldwar/history/people/in-uniform/first-nations-soldiers/

Not All Canadians Were Equal at First World War Recruiting Stations http://ww1.canada.com/home-front/not-all-canadians-were-equal-at-first-world-war-recruiting-stations

Canadian Rangers http://www.army-armee.forc-es.gc.ca/en/canadian-rangers/index.page

Dempsey, James L. “The Indians and World War One,” Alberta History, Summer 1983. http://peel.library.ualberta.ca/bibliography/9021.31.3/3.html

Hayes, Adrian, Pegahmagabow, Life-Long Warrior, Dundurn Press, 2009

Canadian Armed Forces Aboriginal programs http://www.forces.ca/en/page/aboriginalpro-grams-93

Interview with the Commander of the Canadian Army http://www.firstnationsdrum.com/2015/04/commander-of-the-canadian-army-lt-gen-mar-quis-hainse

Canadian Armed Forces Eagle Staff http://www.lookoutnewspaper.com/historic-visit/ http://www.army-armee.forces.gc.ca/en/news-publications/national-news-details-no-menu.page?doc=debbie-eisan-ojibway-anishi-naabe-kwe-navy-petty-officer-wife-and-moth-er-aboriginal-advisor-to-the-canadian-army-ab-original-elder/igmfnstq

Aboriginal Advisor to the CAF http://www.ar-my-armee.forces.gc.ca/en/news-publications/na-tional-news-details-no-menu.page?doc=first-ev-er-aboriginal-advisor-retires/hwkdz3gq

However, a note in the file also says, “Dull and reserved, depressed over small things.” Summing up Pegahmagabow’s concerns as “small things” is an illustration of the issue with a dominant per-spective in primary sources, particularly as there is no evidence in the file that any investigation was made of the CSM’s behaviour.

Pegahmagabow was invalided to Canada, where the army had him examined by a special-ist. The file notes, “Since his arrival in Canada, this case was seen by Maj. F. Boyer who reports no evidence at present time of any delusions of persecution and he has no hallucinations. Judgement appears good, no evidence of mental disease. There is also no evidence of any organic nervous disease. And recommends discharge to civilian life.” Returning home is something Pegahmagabow had requested. The army accepted the specialist’s report, changing the diagnosis to exhaustion psychosis.

Pegahmagabow’s story demonstrates, in part, how cultural misunderstandings can give way to false conclusions. It also underscores the very real discrimination and racism that Native soldiers were often subjected to. The fact that Francis’s allegations were never followed up on further demonstrates whose story was given greater truth value.

Activation“This book is not meant to retell the stories others have shared; rather, it explores the hidden spaces between the lines of each. It is also intended to clarify some of the inevitable contradictions that have arisen in the many years since his passing.”(Sounding Thunder, p. 19)

“Duncan thought his father was always looking for a better way for all peoples to live and work together. His Nishnaabe people should not, he would say, ‘have to give up everything’ for this to work.”(Sounding Thunder, pp. 142-143)

ResourcesAboriginal People in the Canadian Military http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/boo-bro/abo-aut/chapter-chapitre-05-eng.asp

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Support for Diversity in the Canadian Army Project

Indigenous Soldier Traditions

Project: Support for Diversity in the Canadian ArmyAlthough the conditions of war fostered a sense of camaraderie among soldiers of all backgrounds as they stood shoulder to shoulder in the trenches, soldiers from non-dominant sections of Canadi-an society still felt some impact from prejudicial attitudes at the time. Students will research and discuss the Canadian Army’s past and present

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Using the listed resources, research the Canadian Army’s past and current approach to supporting Indigenous cultures in its organi-zation.

What does it take to be an officer in the Ca-nadian Armed Forces? What does it take to be a Ranger?

At the time of the First World War, was it common for Indigenous peoples to have a fluent command of spoken and written English or French?

List any issues which impacted Indigenous peoples’ recruitment and advancement in the past. List any issues which today may continue to impact Indigenous peoples’ recruitment and advancement.

List ways the Canadian Army currently supports Indigenous culture in its organization.

Compare and contrast the Canadian Army’s support for diversity in the First World War and today.

What is the role of the Aboriginal Advisor?

Why do you think it’s important that an Eagle Staff was created for the Canadian Army?

How might a soldier like Francis Pegahmaga-bow have been impacted by attitudes toward diversity in the Army in the First World War?

How does the Army support diversity today?

What areas of equity and diversity continue to need attention and change?

Students will create a display communicating their findings.

approaches to diversity in its ranks, particularly in relation to Indigenous recruits. They will consider the systemic issues embedded in the organization and the issue of dominant and non-dominant perspectives. Students will also research cur-rent diversity initiatives in Canadian Army and evaluate how effectively they address inclusion of different cultural perspectives.

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Lesson Plan Three: Recognizing Francis Pegahmagabow’s LegacySection One: Francis Pegahmagabow: Canadian of National ImportanceSection Two: Mapping the Battles

Section One: Francis Pegahmagabow: Canadian of National ImportanceTeacher PreparationPreview Dave Semple’s song sung at the statue unveiling ceremony for Francis Pegahmagabow, “Fighting Fire with Fire,” listed in Resources.Preview the articles on Francis Pegahmagabow’s legacy, listed in Resources.Preview the National Program of Historical Commemoration, listed in Resources.Preview the First World War timeline, listed in Resources.

Focus QuestionWhat were Francis Pegahmagabow’s accomplish-ments, and do they fall into one of the gaps in our Canadian history narrative?

Learning OutcomeStudents will have researched, organized and an-alyzed Francis Pegahmagabow’s military achieve-ments, and contextualized them in terms of gaps and silences in Canadian history. They will also have developed their spatial skills by mapping the battles in which Francis Pegahmagabow partici-pated.

ReadingSounding Thunder. Chapter Nine - The Fourth Day (Honour)

Activation“Hayes notes that a petition to have Francis recognized as a Canadian of national historical importance by the Historic Sites and Monuments Board of Canada remains outstanding. This would surely be a distinction of significance to Fran-cis, who fought hard for his country, believed in the greater good that came from unity among

peoples, and hoped there might one day be a respectful means of First Nations inclusion and participation.”(Sounding Thunder, p. 191) ResourcesDave Semple’s song, “Fighting Fire With Fire” https://www.youtube.com/watch?v=ZGQtzjS-PHU4

http://www.nugget.ca/2016/06/23/algon-quins-history-honoured

http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers/peaceful

http://www.army-armee.forces.gc.ca/en/news-publications/national-news-details-no-menu.page?doc=courage-under-fire-first-nations-war-hero-a-fighter-on-two-fronts/i9se0262

National Program of Historical Commemoration http://www.pc.gc.ca/clmhc-hsmbc/ncp-pcn.aspx

http://cponline.thecanadianpress.com/graph-ics/2014/ww1-timeline/

Hayes, Adrian, Pegahmagabow, Life-Long Warrior, Blue Butterfly, 2009.

s e c t i o n o n e : Francis Pegahmagabow: Canadian of National Importance Project

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Francis Pegahmagabow: Canadian of National Importance Project

Indigenous Soldier Traditions

Project: Francis Pegahmagabow: Canadian of National ImportanceAsking whether all groups have been given equal treatment in the development of our historical narratives is an important step in identifying gaps and silences in those narratives. The contributions of First Nations, Métis and Inuit veterans are a critical part of Canadian military history and

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Listen to the song “Fighting Fire with Fire” played at the unveiling of Francis Pegahmaga-bow’s statue.

Research how long Francis Pegahmaga-bow served in the First World War. How quick-ly did he enlist?

Research the main bat-tles Francis Pegahmaga-bow participated in and the actions for which he was awarded his three military medals. Why did he get his commen-dations? What do we know about any injuries Fran-cis received in the war?

Chart the battles and include when and why he was awarded his medals. Chart how long he served and what injuries he suffered.

What was his sniper record?

How many Canadian Expeditionary Force soldiers won three mili-tary medals?

Does Francis Pegah-magabow’s length of service add to his accomplishments? Does the fact that he volunteered to serve despite being considered a ward of the Crown without full civil rights impact an assessment of his war record? Does his political activism after the war add to his historical significance?

Draw conclusions as to whether Francis Pegah-magabow’s war record is an important part of Canada’s First World War historical narrative.

How does the recogni-tion of Francis Pegah-magabow as a war hero help to fill in some gaps and silences in Canadi-an history?

How does honouring Francis Pegahmagabow provide a point of unity for all Canadians?

Write a letter addressed to, or create a poster or song for, Historic Sites and Monuments Board of Canada, making a case for Francis Pegah-magabow to be recog-nized as a Canadian of national importance.

Canadian identity, but many of their stories are not well-known to the majority of Canadians. Understanding different historical experiences helps all Canadians better realize diverse perspec-tives on current issues. That shared understanding also helps to identify points of unity as we learn more stories of sacrifice and courage in the devel-opment of our country.

Students will research and analyze Francis Pegahmagabow’s achievements during the First World War, evaluating his importance to Cana-da’s First World War historical narrative and as a Canadian of national importance.

Indigenous War Heroes: Secondary School Curriculum

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Organizational Chart

Battle Name

Battle Details (When and where did it take place? What was it supposed to accomplish?

Were there any specific important details about this battle?)

Francis Pegahmagabow’s Accomplishments and Any

Injuries Suffered

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s e c t i o n t w o : Mapping the Battles Project

Project: Mapping the BattlesUsing the information from section one, students will produce a map showing the battles in which Francis Pegahmagabow participated. The battles in which he earned each of his Military Medals should be marked.

Section Two: Mapping the BattlesTeacher PreparationReview the maps of the Western Front listed in Resources.

Focus QuestionWhere are the battlefields found in Francis Pegahmagabow’s story located?

Learning OutcomeStudents will have improved their spatial repre-sentation skills and understanding by creating a map of important First World War battlefields.

Activation“He had exceptional courage and instinct for avoiding danger that the men trusted. His skill with a rifle was also admired. These special abili-ties would earn him roles of both scout and sniper. Francis told his children it was often his respon-sibility to lead his fellow soldiers on the field. Helping to ensure a clear path was a responsibility he took seriously.”(Sounding Thunder, p. 143)

ResourcesMap of the Western Front http://www.veterans.gc.ca/eng/remembrance/his-tory/first-world-war/canada/map

Animated map: The Western Front, 1914–1918 http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_western_front.shtml

Francis Pegahmagabow photographed shortly after the war by William Boyd. Mathers Mu-seum of World Cultures, Indiana University, 1962-08-7679.

Photo by William Boyd.

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L/Cpl Henry Norwest, scout and sniper

Courtesy of The King’s Own Calgary Regimental Museum.

Lesson Plan Four: Indigenous Heroes Heritage PresentationsTeacher Preparation Preview the Heritage Minute on Sgt. Thomas Prince.Familiarize yourself with the choices of First Nations, Métis, and Inuit veterans listed in the Resources.Review the searchable databases for First World War veterans listed in the Resources.

Focus QuestionWho are some of our Indigenous veterans from Canadian conflicts, and what did they accomplish?

Learning OutcomeStudents will have researched, analyzed and presented on a First Nations, Métis, or Inuk veteran or group of veterans, adding to our understanding of Indigenous contributions to our Canadian identity and filling in some of the gaps and silences in Canadian history.

ReadingSounding Thunder. Chapter Seven - An Indian At War Activation“The war presented a rare opportunity for Native soldiers to be perceived as equals with their non-Native countrymen for per-haps the first time in their lives.7 It was a fleeting equality, however, that so many paid for with their lives.”(Sounding Thunder, p. 143)

Indigenous Heroes Heritage Presentation Project

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Indigenous Heroes Heritage Presentation Project

Indigenous Soldier Traditions

Company Sergeant-Major Francis Pegahmag-abow: http://www.army-armee.forces.gc.ca/en/news-publications/national-news-details-no-menu.page?doc=sergeant-francis-pegahmaga-bow-memorial-an-inspiring-tribute-to-an-ab-original-war-hero/ioit1o2f

http://www.army-armee.forces.gc.ca/en/news-publications/national-news-details-no-menu.page?doc=courage-under-fire-first-nations-war-hero-a-fighter-on-two-fronts/i9se0262

http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers/peaceful

Lance Corporal Henry Norwest:http://ww1.canada.com/faces-of-war/first-na-tions-on-the-front-lines

http://www.firstnationsdrum.com/2015/11/re-membering-henry-louie-norwest/

http://www.canadiangreatwarproject.com/search-es/soldierDetail.asp?ID=16341

Stephen Toney (rank unknown)http://capebretonsmagazine.com/modules/pub-lisher/item.php?itemid=3018

http://thechronicleherald.ca/thegreat-war/1242897-first-nations-great-war-legacy-of-loyalty#.V5ff02VluCQ

Captain Alexander Jr. and Captain Charles Smithhttp://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers/brothers

Private George McLeanhttps://www.geni.com/people/George-Mc-Lean/6000000028569366819

http://www.canadiangreatwarproject.com/search-es/soldierDetail.asp?ID=79922

ResourcesService files of the First World War:http://www.bac-lac.gc.ca/eng/discover/mili-tary-heritage/first-world-war/first-world-war-1914-1918-cef/pages/search.aspx

Great Canadian War Projecthttp://www.canadiangreatwarproject.com/search-es/soldierSearchByName.asp

Canadian Virtual War Memorialhttp://www.veterans.gc.ca/eng/remembrance/me-morials/canadian-virtual-war-memorial

Lives of the First World Warhttps://livesofthefirstworldwar.org

Canadian Aboriginal Veterans and Serving Members Associationhttp://canadianaboriginalveterans.ca/canadi-an-aboriginal-veterans/

General Articles and Videohttps://www.youtube.com/watch?v=IqXwmjYD-maA Honouring First Nations Soldiers

http://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers

http://ww1.canada.com/battlefront/aboriginal-soldiers-were-among-canadas-top-first-world-war-snipers

Joseph Boyden interview on Pegahmagabow, Norwest and Shiwakhttps://youtu.be/4MfmH5s1moM

Sgt Thomas Prince (Second World War and Korean War):https://www.historicacanada.ca/content/heri-tage-minutes/tommy-prince?media_type=41&

http://www.thecanadianencyclopedia.ca/en/arti-cle/tommy-prince/

Indigenous War Heroes: Secondary School Curriculum

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Corporal Mike Mountain Horsehttp://www.avenuecalgary.com/City-Life/War-Heroes-Remembrance-Day/

http://ww1.canada.com/faces-of-war/first-na-tions-on-the-front-lines

http://canadiangreatwarproject.com/searches/sol-dierDetail.asp?Id=152970

Nursing Sister Edith Anderson Montourhttp://www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal-veterans/native-sol-diers/nurse

http://www.canadiangreatwarproject.com/search-es/soldierDetail.asp?ID=113024

Cree Code Talkers (The Second World War)http://indiancountrytodaymedianetwork.com/2015/08/14/unsung-heroes-cree-code-talkers-who-served-canadian-military-during-wwii-161404

Canadian Rangers (ongoing sub-component of the Canadian Armed Forces)http://www.army-armee.forces.gc.ca/en/canadi-an-rangers/index.page

http://av.canadiana.ca/bio/en/soldier/3837/

Sgt Sam Glodehttp://www.novanewsnow.com/News/Lo-cal/2014-08-19/video-3839784/Our-Sam-Gloade%3A-First-World-War-Mikmaq-veteran-was-from-Queens-County/1

Private William Clearyhttp://av.canadiana.ca/bio/en/soldier/9082/ (Pvts William Cleary and Joseph Roussin)

Private Joseph Roussinhttp://av.canadiana.ca/bio/en/soldier/9082/ (Pvts William Cleary and Joseph Roussin)

Sapper Tom Charles Longboathttps://www.historicacanada.ca/content/heri-tage-minutes/tom-longboat

http://www.ammsa.com/content/tom-long-boat-footprints

Lance Corporal John Shiwak (The Newfoundland Regiment)http://www.biographi.ca/en/bio/shiwak_john_14E.html

http://www.veterans.gc.ca/eng/remembrance/memorials/canadian-virtual-war-memorial/de-tail/722588

http://www.frontiersmenhistorian.info/canada7.htm

http://www.heritage.nf.ca/first-world-war/arti-cles/aboriginals-first-world-war.php

http://www.themdays.com/memorial/persons1/Shiwak_John.html

http://www.canadiangreatwarproject.com/search-es/soldierDetail.asp?ID=41221

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Indigenous Heroes Heritage Presentation Project

Indigenous Soldier Traditions

Possible choices (students are not limited to these choices):

Sergeant Thomas Prince, Brokenhead Ojibway Nation (Second World War)

Company Sergeant Major Francis Pegahmagabow, Wasauksing First Nation

Lance Corporal Henry Norwest, Métis from Maskwacis, Alberta

(Rank unknown) Stephen Toney, Mi’kmaq, Nova Scotia

Captain Alexander Jr. and Captain Charles Smith, Six Nations of the Grand River

Private George McLean, Okanagan-Syilx (Upper Nicola Band and Okanagan Indian Band)

Sergeant Sam Glode, Mi’kmaq, Nova Scotia

Private William Cleary, Mashteuiatsh First Nation

Private Joseph Roussin, Kanesatake First Nation

Sapper Tom Charles Longboat, Six Nations of the Grand River (Onondaga)

Lance Corporal John Shiwak, Inuk, Labrador

Cpl Mike Mountain Horse, Kainai First Nation (also known as the Blood Tribe)

Nursing Sister Edith Anderson, Six Nations of the Grand River

Combined presentation on Pegahmagabow, Norwest and Shiwak as renowned snipers

Cree Code Talkers (Second World War)

Canadian Rangers (continuing sub-component of the Canadian Armed Forces with a significant percentage of Indigenous soldiers)

Project: Indigenous Heroes Heritage PresentationsThe history and contributions of First Nations, Métis, and Inuit veterans are a critical part of Canadian heritage. Expanding our knowledge of past and present contributions of Indigenous peoples enriches our historical narratives and our understanding of different perspectives on current issues.

Students will form small groups and choose one of the following or a First Nations, Métis, or Inuk veteran of their choice from any con-flict in Canadian history to research and create a video, audio or live skit presentation of at least five minutes, similar to the one Historica Can-ada produced on Sergeant Thomas Prince. The presentations should include as full a biography as possible, as well as military accomplishments. Students may also choose to do a presentation on Cree Code Talkers, or one on Francis Pegah-magabow, Henry Norwest and John Shiwak as renowned scouts and snipers of the First World War, or one on the continuing contributions of Canadian Rangers.

Indigenous War Heroes: Secondary School Curriculum

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Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

How to best research Indigenous veterans?

Where is your First Nations, Métis, or Inuk veteran from?

What biographical details can you find, from pre-and-post war life, as well as military accomplishments?

What are some of the issues your veteran may have faced both in and out of the army?

If you are researching a group like the Cree Code Talkers or Cana-dian Rangers, why were they formed? What impact did they have or do they continue to have?

Gather and organize the information you have found on your veteran or group of veterans.

Can you make any correlations from the specific details of your veteran’s life to issues facing Indigenous peo-ples in his or her time?

What do you think the impact may be of adding to our knowledge of the service of First Nations, Métis, or Inuit veterans?

Evaluate how best to present the details of your veteran’s life (or Indigenous group’s history) and the correla-tions you have drawn to larger issues.

Create a video, audio or live skit presentation of at least five minutes to be shown to the class, holding a Q&A session afterward.

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a c t i v i t y f o u r : Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers

Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers

CANADIAN AND WORLD STUDIESCanadian History Since World War I - all levelsCanada’s Participation in War, Peace, and SecurityB3. Identity, Citizenship, and Heritage(FOCUS ON: Continuity and Change; Historical Perspective)

Canada: History, Identity, and Culture, Grade 12 CHI4UD3.Diversity and Citizenship(FOCUS ON: Continuity and Change; Historical Perspective)

Background Information for Teachers

After the First World War, returning veterans struggled to pick up their lives while deal-

ing with the stresses of their war experience and changes in their home communities. The gov-ernment offered assistance programs, such as the War Veterans Allowance Act, the Veterans Land Act, and the Soldier Settlement Acts of 1917 and 1919. However, Status Indian veterans found that the Indian Act gave them unequal access to many of these benefits while continuing their position as wards of the Crown, leading many of these veterans to end their lives in poverty.

The Indian Act, first enacted in 1876, has been been amended several times. It continues to govern life for many Indig-enous peoples in Canada. Among other aspects, the act controls Indian status, land, resources, wills, education, and band administration. The legislation governs only people defined in the act as Status Indians; the Inuit and Métis have never been subject to it.

In the early twentieth century under the act, Status Indians were regarded as wards of the gov-ernment, treated as children, and in many ways not protected by Canadian law. They were unable to vote and fell under the authority of Indian agents, who had sweeping powers and almost total control over life on reserves.

At this time, the Indian Act outlawed many cultural practices, including speaking Indigenous

languages and ceremonial practice;the act had the overall goal of pushing First Nations people to as-similate into Euro-Canadian society by choosing enfranchisement. Enfranchisement allowed for the right to vote and other associated privileges of citizenship. However, the resulting loss of status under the Indian Act took away the protections and rights negotiated in the treaties, as they only applied to Status Indians. Just as residential schools were intended to “kill the Indian in the child,” enfranchisement was intended to kill the Indian in the adult.

The war, for all its horrors, offered First Na-tions soldiers the right to vote during the conflict without a resulting loss of status under the act. Many veterans, including Francis Pegahmaga-bow, hoped the government would recognize the valiant response to the call to war by Indigenous peoples and continue to expand their civil rights at home. Instead, the veterans returned to a land-scape just as restrictive, if not more so, as before the war.

Post-war, the Indian Act continued to define all Status Indians as wards of the Crown, which meant First Nations veterans lost their wartime ability to vote. In addition, because these veterans were subject to the act, they did not get the same access to post-war benefits as non-Indigenous veterans.

According to Aboriginal People in the Canadi-an Military on www.forces.gc.ca, “complications regarding ownership of lands both on and off

The Indian Act, first enacted in

1876, has been been amended

several times. It continues to

govern life for many Indigenous

peoples in Canada.

Indigenous War Heroes: Secondary School Curriculum

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changes, but not only were grievances about First Nations veterans’ treatment under the Veterans’ Land Act still being aired at the 1946 and 1947 hearings into the Indian Act, those same frustra-tions were examined at the Royal Commission on Aboriginal Peoples half a century later. The Commission’s 1996 report recommended further work on addressing Indigenous veterans’ access to benefits, leading to the 2002 First Nations Benefit Package, to which First Nations veterans or their surviving spouses can make claims of differential treatment under the Veteran’s Charter. Discus-sions continue today on recognizing the inequities suffered by all Indigenous veterans.

BibliographyAboriginal Veterans Day, Turtle Island Indige-nous Education

The Origins and Evolution of Veterans Benefits in Canada 1914–2004

“The Indian Act: An Historical Perspec-tive” http://www.revparl.ca/english/issue.as-p?param=83&art=255

Aboriginal People in the Canadian Military2002 First Nations Benefit Package http://www.turtleisland.org/news/veterans.pdf

Dempsey, James L. Warriors of the King, Prairie Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999.

Dempsey, James L. “The Indians and World War One,” Alberta History, Summer 1983.

http://www.thecanadianencyclopedia.ca/en/arti-cle/indigenous-peoples-and-the-world-wars/

Lesson PlansCommunity Partner talk on Indigenous Veterans’ Post-War Treatment

Constructing a Timeline for Indigenous Veterans’ Rights

reserves made it nearly impossible for Indian veterans to receive reestablishment loans. Alle-gations that returned soldiers were being forcibly enfranchised (losing their Indian status), were denied War Veterans’ Allowance Act benefits, that the application of the Last Post Fund was inequitable, and also that 85,000 acres of allegedly ‘surplus’ Indian reserve land were surrendered for non-Aboriginal veteran settlers, further frustrated Aboriginal veterans during the 1920s and 30s.”

In his book, Warriors of the King, James Dempsey explains that much of the surrendered land was acquired by the government through an amendment of the Indian Act which allowed ex-propriation of reserve land without band consent, something that previously could not be done. The amendment was in aid of the “Greater Produc-tion” scheme, which was a plan to increase food production during the war. Not only did the loss of land negatively impact First Nations people’s economic conditions during the war, after the war the surrendered land was made available to non-Indigenous veterans.

First Nations veterans would also experience inequitable treatment with respect to their pen-sions. Because the government regarded Status Indian veterans on reserves as having their own support through Indian Affairs, these soldiers were awarded smaller pensions and less assistance than their non-Indigenous counterparts. Indian agents controlled First Nations veterans’ access to any post-discharge benefits. Not only did they require these veterans to ask permission to spend their pension money, the agents could block any applications for benefits or simply not inform First Nations veterans of the benefits to which they were entitled. That ability to block appli-cations gave Indian agents a powerful method to control any dissent to government policies by denying benefits to Indigenous rights activists like Francis Pegahmagabow and Frederick Loft, despite their wartime service.

The Royal Canadian Legion recognized many of the inequities First Nations veterans faced and drafted resolutions demanding changes in the 1930s. In 1936, the government enacted some

Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers

Lesson Plan One: Community Partner Talk on Indigenous Veterans’ Post-War TreatmentTeacher PreparationRead the included Teacher Background on the evolution of benefits for Status Indian veterans.

Preview the historical perspective on The Indian Act, listed in Resources.

Preview the links on the history of benefits for Indigenous veterans, listed in Resources.

Remember to pre-order any of the books you wish to include in your discussions.

Draw on the list of First Nations linked in Re-sources if necessary to reach out to a local First Nation for a possible Community Partner to talk about Indigenous Veterans Benefits.

Ask your point of contact about the protocol (such as an honorarium or a gift) for having that Community Partner come to speak to your class, and make any necessary arrangements to follow that protocol.

If no Community Partner is available, teach-ers should feel free to adapt this lesson plan to include resources found through research on the internet, such as Youtube and TEDTalks. Focus QuestionWhat impact did the Indian Act have on First Nations veterans’ access to government support programs? Learning OutcomesStudents will have assessed and compared the significance of different groups’ access to veter-ans’ benefits and demonstrated an awareness of the causal relationship between past and present issues.

First World War veteran Mike Mountain Horse of the Kainai Nation (also known as the Blood Tribe).

Photo courtesy of Glenbow Archives NB-44-92

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Aboriginal People in the Canadian Military

Dempsey, James L. Warriors of the King, Prairie Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999.

Dempsey, James L. “The Indians and World War One,” Alberta History, Summer 1983. Project: Community Partner talk on Indigenous Veterans’ Post-War TreatmentPreparationBuilding Context for the Visit - Discussion Guide

Using the Teacher Background material and the listed resources on the impact of the Indian Act and prejudice had on Indigenous veterans, guide a classroom discussion using the following ques-tions:

What does it mean to be a service member? What debt do we owe veterans?

What does it mean to be a ward of the Crown?

What does it mean to be enfranchised? What implications did enfranchisement hold for Status Indians?

Is cultural genocide as defined by Supreme Court Chief Justice Beverley McLachlin relevant to the Indian Affairs’ concept of assimilation?

How do you think it felt to First Nations soldiers to be given the right to vote while serving Canada in the First World War?

How do you think it felt to First Nations soldiers to go back to being regarded as a ward of the Crown on their return from war?

What were some of the relevant legislative acts to help with veterans’ resettlement?

Students will have listened to the voice and per-spective of a member of an Indigenous communi-ty, adding to the ongoing discussion on gaps and silences in Canadian historical narratives.

ReadingSounding Thunder. Chapter Seven - An Indian at War

Activation“Francis did not believe that Veterans Affairs would provide any lasting or substantial help to his family, and he was correct.”(Sounding Thunder, p. 193)

ResourcesTeacher Background included in the lesson plan

“The Indian Act: An Historical Perspec-tive” http://www.revparl.ca/english/issue.as-p?param=83&art=255

List of First Nations http://www.aboriginalcanada.com/firstnation

http://aptn.ca/news/2015/05/29/cana-das-top-judge-says-country-committed-cultur-al-genocide-indigenous-peoples/

http://www.thecanadianencyclopedia.ca/en/arti-cle/indigenous-peoples-and-the-world-wars/

http://www.warmuseum.ca/firstworldwar/history/after-the-war/veterans/benefits-and-land-for-vet-erans/

Aboriginal Contribution to the First World War https://www.aadnc-aandc.gc.ca/eng/1414152378639/1414152548341

Turtle Island Indigenous Education, Aboriginal Veterans Day

The Origins and Evolution of Veterans Benefits in Canada 1914–2004

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Community Partner Talk and Creative Writing Project

Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers

Project: Community Partner talk given by an Indigenous Veteran or other Indigenous Community Member on Indigenous Veterans’ Post-War TreatmentUsing the List of First Nations in the Resources list or a local Indigenous organization as a contact, invite an Indigenous veteran or a member of an Indigenous community familiar with Indigenous veterans’ stories to speak about the experience of First and Second World War Indigenous veterans’ post-war treatment, including access to benefits. Check with the contact on the protocol associated with asking a member such as an Elder to speak to the class.

If no Community Partner is available, teachers should feel free to adapt this lesson plan to make use of the listed resources, and other platforms such as Youtube and TEDTalks, to find information regarding the treatment of Indige-nous veterans.

Did all returning veterans have the same access to post-war benefits? If not, why do you think that was?

Has the ease of access to benefits by different Indigenous veteran groups changed over time? What current initiatives help Indigenous veterans be recompensed for past inequities?

Have students chart the differences between First Nations and non-Indigenous veterans’ past access to post-war benefits. Lead a discussion on wheth-er the post-war treatment of Indigenous veterans helped to unify or divide Canadians.

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

If it is within the proto-col of the guest speaker, have students take notes on the talk given by the visiting community partner. An alternative exercise would be to have the students sum-marize their memory of the main points of the talk.

Students will organize their notes according to topics covered.

Did anything they heard surprise them?

Does their understand-ing of the historical ex-perience of Indigenous veterans change the students’ perspectives on any current issues?

Class discussion reflect-ing on the community partner talk.

As an exercise, have the students write a letter addressed to Veteran’s Affairs from the point of view of a First Na-tions First World War veteran, based on his post-war experiences of help with resettlement.

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Community Partner Talk and Creative Writing Project

ResourcesTeacher Background

Veterans Canada Military History Timeline

Aboriginal Veterans Day, Turtle Island Indige-nous Education

The Origins and Evolution of Veterans Benefits in Canada 1914–2004 Q4 Aboriginal Veterans

Aboriginal People in the Canadian Military

Dempsey, James L. Warriors of the King, Prairie Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999.

Dempsey, James L. “The Indians and World War One,” Alberta History, Summer 1983.

Lesson Plan Two: Constructing a Timeline for Indigenous Veterans’ RightsTeacher PreparationRead the included Background Information for Teachers on the history of Indigenous Veterans’ access to benefits.

Preview the linked resources on benefits for In-digenous veterans listed in Resources.

Preview the Veterans Canada Military History Timeline linked in Resources.

Focus QuestionsWhat are the important dates in the continuing story of Indigenous veterans’ access to benefits? Why are these dates important? Learning OutcomeStudents will have identified, graphically orga-nized and analysed the significance of key dates in Indigenous veterans’ challenges for equitable treatment.

ReadingSounding Thunder. Chapter Seven - An Indian at WarThe Origins and Evolution of Veterans Benefits in Canada 1914–2004 (Q4 Aboriginal Veterans)

Activation“Instead of reaping any benefits during and after the war, native veterans and their families found instead that they were excluded from many of the regular wartime and post-war programs.”(Warriors of the King, p. 76)

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Constructing a Timeline for Indigenous Veterans’ Rights Project

Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers

Breaking into small groups, students will draw on the guided classroom discussion in the previous lesson plan as well as the guided discus-sion in this lesson to research which acts impact-ed Indigenous veterans and how. They will also research which organizations have lobbied the government for change and when. Having gath-ered and organized important dates, students will then graphically organize and present the dates on a timeline, including an appended written analysis on why the included dates were chosen.

Project: Constructing a Timeline for Indigenous Veterans’ RightsEqual access to veterans’ benefits has been a con-tinuing challenge in the recognition of Indigenous rights. Status Indian veterans faced inequities as a result of several Government acts, and discussions continue today on recognizing and addressing issues that impacted veterans from all Indigenous groups.

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Using the teacher background and the listed resources, teachers will lead a discussion on key dates in the struggle for equitable access to veterans’ support by Indigenous veterans.

When did the wars begin and end? What legislative acts are important? When were they examined or amended? Have any groups led initiatives for change? When?

Have the students break into groups to research and gather potentially applicable dates, putting them in historical order.

Each group of students will analyze why these dates are important.

Each group will draw conclusions on whether the dates should be in-cluded on the timeline.

Each group will construct a timeline showing the important dates, and they will include a discussion on why the dates have been chosen.

The timelines can be displayed in the classroom or a school bulletin board if the teacher chooses.

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Constructing a Timeline for Indigenous Veterans’ Rights Project

CANADIAN AND WORLD STUDIESCanadian History Since World War I - all levelsCanada’s Participation in War, Peace, and SecurityStrand: B3. Identity, Citizenship, and Heritage

Canada: History, Identity, and Culture, Grade 12 CHI4UStrand: D3.Diversity and Citizenship

CANADIAN AND WORLD STUDIES POLITICS Canadian Politics and Citizenship Grade 11 Open (CPC30)Strand: Power, Influence, and the Resolution of Differences

Background Information for TeachersWhen Indigenous veterans returned home after the war, they did so with a feeling of pride in their wartime achievements. Standing shoulder to shoulder with non-Indigenous soldiers in the battlefield, First Nations, Métis, and Inuit recruits felt they had shown through their actions and sacrifices that their peoples should have the same rights and responsibilities as non-Indigenous Canadians.

In his 1918-1919 Indian Affairs Annual Report, Deputy Superintendent of Indian Affairs Duncan Campbell Scott appeared to agree that Indigenous soldiers had a right to that sense of pride:

In this year of peace, the Indians of Canada may look with just pride upon the part played by them in the Great War both at home and on the field of battle. They have well and nobly upheld the loyal traditions of their gallant ancestors who rendered invaluable service to the British cause in 1776 and in 1812, and have added thereto a heritage of deathless honour, which is an example and an inspiration for their descendants.

However, Campbell Scott had a competing and overriding set of priorities. He strongly believed in assimilation as a way to get rid of what he termed “the Indian problem,” and he viewed the

war as helping push this agenda forward. In his mind, Indigenous soldiers’ overseas service with non-Indigenous compatriots would make them unhappy with their previous way of life and more likely to embrace assimilation into Euro-Anglo culture. However, the war had quite a different effect on many of these soldiers.

According to James Dempsey in Warriors of the King, Indigenous veterans’ exposure both to the global community and to other Indigenous nations across Canada gave them the self-con-fidence and desire to speak for themselves to make changes. Before the war, communication among Indigenous groups had been limited, in part because Status Indians could not leave their reserves without permission of the Indian agent. The war allowed Indigenous soldiers from across the country to speak about common issues.

Those issues bound many Indigenous vet-erans together when they returned to the same discriminatory environment they had left. Status Indian veterans lost their wartime ability to vote, returned to being wards of the government, and were given unequal access to veterans benefits. In addition, many of these soldiers’ reserves had lost land during the war through expropriation by the government, and much of that land was made available after the war to non-Indigenous veterans. Angry at this treatment, veterans looked not to assimilation, but to political organization to make changes.

One of the early activists was Frederick Ogil-vie Loft of the Six Nations of the Grand River reserve, who served as a lieutenant in the For-estry Corps. In 1919, he was one of the leading organizers and first president of the League of Indians of Canada. Although Loft asked to work with government officials to make changes, the government viewed the League as a threat to the goal of assimilation. Campbell Scott ordered Indi-an agents to refuse to communicate with Loft. Indeed, according to Dempsey, these agents came to view many Indigenous war veterans as compe-tition to their authority. In 1927, section 141 was inserted into the Indian Act, banning the pursuit of land claims.

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The Return Home

BibliographyWinegard, Timothy C. For King and Kanata, Canadian Indians and the First World War, Uni-versity of Manitoba Press, Winnipeg, Manitoba, 2012.

Dempsey, James L. Warriors of the King, Prairie Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999.

Hayes, Adrian, Pegahmagabow, Life-Long War-rior, Blue Butterfly, 2009.

http://www.newfederation.org/Native_Leaders/Bios/Loft.htm

http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/boo-bro/abo-aut/chapter-chapitre-05-eng.asp

http://www.collectionscana-da.gc.ca/008/001/008001-5000-e.php?&e=1&brws=1&st=Aboriginal%20Docu-mentary%20Heritage:%20Historical%20Collec-tions%20of%20the%20Canadian%20Govern-ment&ts_nbr=4&

http://www.ammsa.com/content/frances-pegah-magabow-footprints

http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/boo-bro/abo-aut/chapter-chapitre-05-eng.asp

Lesson PlansIndigenous Veteran Activists

Indigenous Political Organizations

Francis Pegahmagabow experienced many of these issues first hand, including the lack of access to benefits and being regarded as a threat to the status quo. Although he was welcomed as a war hero when he first returned to Wasauksing First Nation, the celebrated veteran soon found he was viewed as a troublemaker by the local Indian agent, who used his influence to deny Pegah-magabow’s loan applications under the Soldier Resettlement Act. The war veteran had just as diffi-cult a relationship with the replacement agent in 1922 and found himself virtually shut out of the wage economy, joining many Indigenous veterans in living a post-war life of poverty. Nonetheless, nothing deterred Pegahmagabow from advocating for Indigenous rights at the local and national levels.

Pegahmagabow followed family tradition in serving as chief of Wasauksing First Nation from 1921 to 1925 and from 1942 to 1945. He was a band councillor from 1933 to 1936. Adrian Hayes writes in Pegahmagabow, Life-Long Warrior that during the veteran’s tenure as chief, the band voted to join the League of Indians of Canada. Pegahmagabow pursued grievances such as the illegal surrender of reserve land, resulting in the Indian agent recommending Pegahmagabow be replaced as chief during his first term. He eventu-ally resigned in 1925.

Despite the extremely antagonistic attitude both Indian agents had toward Pegahmagabow, the veteran maintained excellent relationships with many Army connections from his First World War service and his time in the militia. Hayes notes in his book that Brigadier-General Percy Ball said of the decorated veteran, “[He was] the most honourable man I ever met.”

Pegahmagabow continued his political advocacy and was part of a delegation to Ottawa in 1943. In 1945 he was elected supreme chief of the Native Independent Government, an early precursor to the Assembly of First Nations.

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Lesson Plan One: Indigenous Veteran ActivistsTeacher PreparationFamiliarise yourself with the documents on activ-ism by Indigenous veterans in the listed resources.

Remember to pre-order any of the books you wish to include in your discussions.

Focus Questions1. What political organizations did Francis

Pegahmagabow belong to?

2. What issues did he hope these organizations would help address?

3. What contemporary issues have direct links to these historic issues?

Learning OutcomeStudents will have examined the roles returning Indigenous veterans played in the development of pan-Indigenous political organizations in Can-ada, as well as an awareness of the relationship between past and present issues.

ReadingSounding Thunder. Chapter Seven - An Indian At War“Francis Pegahmagabow—Footprints” http://www.ammsa.com/content/frances-pegahmaga-bow-footprintsFrederick Loft http://www.newfederation.org/Native_Leaders/Bios/Loft.htm

Frederick O. Loft

Courtesy of Canada. Dept. of National Defence/Library and Archives Canada/Copy negative PA-007439

Francis Pegahmagabow in Ottawa, 1945.

Photo courtesy of Canadian Museum of History, 95293.

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Indigenous Veteran Activists Project

The Return Home

Project: Indigenous Veteran ActivistsAlthough many Indigenous soldiers felt a sense of respect and a sense of camaraderie from their fellow men and women in uniform, they returned home to the same discriminatory environment they had left to serve in the war. Political leaders such as Deputy Superintendent of Indian Affairs Duncan Campbell Scott hoped the exposure to the global community would encourage Indige-nous veterans to adopt the assimilationist policies of the government. Instead, Indigenous veterans’ exposure not only to that global community but also to Indigenous peoples’ shared issues helped empower their desire to speak on their own behalf on those issues.

Francis Pegahmagabow was one of several Indigenous veterans who became politically active on his return from the war. Students will research and analyze his and other First World War veter-ans’ political careers and place them in context of the rise of pan-Indigenous political organizations in Canada.

Activation“The battle against hegemonic and paternalistic structures was the ultimate battle Francis would face and would rival any conflict he had endured in the trenches of the Great War.”(Sounding Thunder, p. 25)

ResourcesFrederick Loft http://www.newfederation.org/Native_Leaders/Bios/Loft.htm

http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/boo-bro/abo-aut/chapter-chapitre-05-eng.asp

The Evidence Web http://www.collection-scanada.gc.ca/008/001/008001-5000-e.php?&e=1&brws=1&st=Aboriginal%20Docu-mentary%20Heritage:%20Historical%20Collec-tions%20of%20the%20Canadian%20Govern-ment&ts_nbr=4&

Aboriginal Contribution to the First World War https://www.aadnc-aandc.gc.ca/eng/1414152378639/1414152548341

League of Indians of Canada http://www.ammsa.com/content/frances-pegahmagabow-footprints

http://www.thecanadianencyclopedia.ca/en/arti-cle/indigenous-peoples-and-the-world-wars/

http://www.warmuseum.ca/firstworldwar/history/people/in-uniform/first-nations-soldiers/

Winegard, Timothy C. For King and Kanata, Ca-nadian Indians and the First World War, University of Manitoba Press, Winnipeg, Manitoba, 2012.

Dempsey, James L. Warriors of the King, Prairie Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999.

Hayes, Adrian, Pegahmagabow, Life-Long Warrior, Blue Butterfly, 2009.

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Indigenous Veteran Activists Project

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

How did Indigenous soldiers’ wartime access to a global community and different Indigenous communities help lead to the first pan-Indig-enous political organi-zations?

What organizations did Francis Pegahmagabow join? Who were other leading activists?

How did the govern-ment respond to the early political organiza-tions?

Chart some common issues faced by Status Indian veterans.

List the names of prom-inent activists.

List the political organizations Francis Pegahmagabow joined and what position, if any, he held.

How did the war lead to an increased common understanding of issues among Indigenous veterans?

How did Indigenous veterans respond to their unequal treatment after the war?

What was the govern-ment’s response?

Why were Indigenous veteran activists like Francis Pegahmagabow and Frederick Loft key figures in organizing early pan-Indigenous political organizations?

Class discussion on the students’ findings.

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Indigenous Political Organizations Project

The Return Home

Activation“He supported foundational initiatives to unite First Nations people everywhere. Francis would be among the first to help other Native people un-derstand that they had real and meaningful rights and needed to stand together in solidarity.”(Sounding Thunder, p. 185)

ResourcesOntario Ministry of Education Aboriginal Perspectives Lesson Plan “Shaping the Political Landscape”

Project: Indigenous Political OrganizationsPan-Indigenous political organizations continue to shape Canadian identity, culture and citi-zenship. Drawing on the Ontario Ministry of Education Aboriginal Perspectives Lesson Plan “Shaping the Political Landscape,” students will research and analyze contemporary Indigenous political organizations, discussing the links be-tween historic and contemporary issues. Students will then choose one Indigenous issue to trace from its beginnings in our history to its contem-porary status and present it to the class.

Lesson Plan Two: Indigenous Political OrganizationsTeacher PreparationPreview the Ontario Ministry of Education Aboriginal Perspectives Lesson Plan “Shaping the Political Landscape” listed in Resources.

Focus QuestionWhat organizations continue to advocate for Indigenous rights today?

Learning OutcomeStudents will have made links between early pan-Indigenous organizations and the contem-porary political landscape, as well as examined specific issues in detail.

ReadingSounding Thunder. Chapter Seven - An Indian At War

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Using the “Shaping the Political Landscape” lesson plan as a guide, what are some current Indigenous political or-ganizations in Canada?

Chart the various organizations, including which groups they serve.

What are some of the issues these organiza-tions address?

Are many of the historic issues found in the early pan-Indigenous political organizations still being pursued in contempo-rary Canada?

Choose an issue im-portant to Indigenous peoples today and trace it from its beginnings in our history to its current standing. Present your findings to the class in a powerpoint presen-tation.

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Indigenous Political Organizations Project

CANADIAN AND WORLD STUDIESCanadian History Since World War I - all levelsCanada’s Participation in War, Peace, and SecurityStrand: B3. Identity, Citizenship, and Heritage

Canada: History, Identity, and Culture, Grade 12 CHI4UStrand: D3.Diversity and Citizenship

CANADIAN AND WORLD STUDIES POLITICS Canadian Politics and Citizenship Grade 11 Open (CPC30)Strand: Power, Influence, and the Resolution of Differences

Lesson PlansDisruption of Traditional Healing and Wellness Practices

Reconciliation (Final Project)

Lesson Plan One: Disruption of Traditional Healing and Wellness Practices

Background Information for TeachersThe First World War introduced an unprece-dented level of firepower into warfare, leading to a scale and range of injury so severe new terms had to be introduced. According to “The Shock of War,” a Smithsonian magazine special report, shell shock was first seen as a diagnosis in British medical journals in 1915, and no wonder. The report notes that 432,000 shells had been fired in a five-day period of the September engagement on the Marne alone; “shell shock was to be the signature injury of the opening war of the modern age.”

With this level of artillery fire, it’s no surprise to learn in the report that 60% of the 9.7 million First World War military fatalities were due to shrapnel from mortars, grenades and shells, nor that survivors often experienced lingering trauma. Soldiers lucky enough to return home often did so suffering from what we now call Post Trau-

matic Stress Disorder (PTSD) on top of their other injuries, and Indigenous veterans were no exception. Western medicine at the time offered few treatments for PTSD and similar disorders. However, any Indigenous veterans who may have sought out traditional healing methods upon their return found that they had little access.

Government officials had reacted to concerns that Indigenous assimilation was not happening as quickly as anticipated by outlawing traditional ceremonies in 1884, a move that dealt a signif-icant blow to the continuity of First Nations cultures. Nevertheless, in many communities, spir-itual practices continued to be observed covertly; some soldiers such as Francis Pegahmagabow observed and even practised ceremonial rites for strength, healing, and direction both before and during the war.

During his youth, Pegahmagabow had participated in ceremonies such as fasting or the madoodooswan (“sweatlodge”) that prepared people for times of change, great journey, or even battle. These rituals, he later said, were what helped him survive the rigours of war. However, he returned to a community that had changed in many regards.

By the end of the war, many of those who had once helped to lead such outlawed ceremonies were no longer able or willing to do so. The ceremonial rites that helped returning warriors to reintegrate into their communities would have been helpful to Fran-cis and other returning Native soldiers. The pipe ceremony, sweatlodge, shaking tent, or entry into one of the medicine lodges had all offered healing and restoration to a wounded warrior’s body, mind, or spirit. By the time Francis found his way back to Georgian Bay, however, all such rites seemed to have been extinguished, silenced, or hidden away. (Sounding Thunder, p. 148)

Pegahmagabow’s experience was echoed across Canada, although there were occasional excep-tions. In Warriors of the King, James Dempsey writes that the Kainai Nation (also known as the Blood Tribe) held a Sundance for its returning

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Healing, Wellness, and Reconciliation

Bibliography“The Shock of War” http://www.smithsonianmag.com/history/the-shock-of-war-55376701/?no-ist

Dempsey, James, Warriors of the King, Prairie Indians in World War I, Canadian Plains Research Centre, University of Regina, Regina, 1999.

Aboriginal Medicine and Healing Practices http://www.med.uottawa.ca/sim/data/Aborigi-nal_Medicine_e.htm

McInnes, Brian D., Sounding Thunder, the Stories of Francis Pegahmagabow, University of Manitoba Press, Manitoba, 2016. Teacher Preparation Read the Background information included in the lesson plan.

Access and review the Four Directions Teachings Senior Lesson Plan for The Medicine Wheel http://www.fourdirectionsteachings.com/ojib-we_senior.pdf

Review the documents on First World War shell shock and Aboriginal medicine and healing prac-tices linked in Resources.

Preview Global News “Invisible Wounds” on PTSD injuries among veterans, linked in Re-sources.

Focus Questions1. What kinds of injuries were common in the

First World War?2. What impact did the Indian Act have on First

Nations veterans’ access to traditional healing ceremonies?

3. How does a traditional wellness model like the Medicine Wheel help heal mind, body, and spirit?

veterans in June, 1919. On another occasion, a veteran from the Piapot reserve asked Indian Commissioner W.M. Graham for permission to hold a Sundance for returning soldiers. Graham refused, replying, “Look, you have been forbidden to hold the Sun Dance. It’s part of the Indian religion and it’s no damn good.”

According to Dempsey, the young veteran replied, “I went to war. I offered my life to protect this country. I have come back. I fought for you and I fought for all those who sat in this office during the war. I have the right to ask you to give us back our Sun Dance.”

Graham responded to this eloquence by granting permission for the Sundance as long as no people from other reserves attended. In some other cases, reserves held these celebrations or dances without permission, showing how import-ant these ceremonies were to the communities and to the veterans.

The government-mandated disruption to traditional Indigenous cultural and spiritual practices had far reaching consequences. Today, these ceremonies are undergoing a resurgence. All approaches to medicine have a cultural element; Indigenous wellness models such as the Medicine Wheel or ceremonies such as the Sundance con-sider the balance of the physical, emotional, men-tal, and spiritual dimensions of self, with a focus on creating safe healing spaces. The use of group ceremonies in the outdoors helps to foster a sense of belonging to the community and connecting to nature. Indigenous paradigms of medicine offer valuable paths to healing on multiple levels.

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ResourcesFour Directions Teachings Senior Lesson Plan for The Medicine Wheel http://www.fourdirection-steachings.com/ojibwe_senior.pdf

Ojibwe explanation of The Strawberry Teaching and the West quadrant of the Medicine Wheel (Blackfoot, Cree, Mohawk and M’ikmaq expla-nations are also available on the site) http://www.fourdirectionsteachings.com/main.html

“The Shock of War” http://www.smithsonianmag.com/history/the-shock-of-war-55376701/?no-ist

Aboriginal Medicine and Healing Practices http://www.med.uottawa.ca/sim/data/Aborigi-nal_Medicine_e.htm

Global News “Invisible Wounds” http://global-news.ca/invisible-wounds/1257394/invisi-ble-wounds/

Learning OutcomesStudents will have researched and discussed the types of injuries commonly suffered in the First World War, and the treatment options available, particularly for PTSD-type injuries.

Students will have learned about the Medicine Wheel and how it fits into an Indigenous healing paradigm. They will have reflected on what this paradigm offers veterans injured on multiple levels.

ReadingSounding Thunder. Chapter Seven - An Indian at War

Activation“The ceremonial rites that helped returning war-riors to reintegrate into their communities would have been helpful to Francis and other returning Native soldiers. The pipe ceremony, sweatlodge, shaking tent, or entry into one of the medicine lodges had all offered healing and restoration to a wounded warrior’s body, mind, or spirit. By the time Francis found his way back to Georgian Bay, however, all such rites seemed to have been extinguished, silenced, or hidden away.”(Sounding Thunder, p. 148)

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Healing, Wellness, and Reconciliation

Project: Disruption of Traditional Healing and Wellness PracticesThe disruption of traditional healing and wellness practices had far reaching consequences for Indig-enous people, including returning veterans such as Francis Pegahmagabow. Students will research the types of injuries commonly suffered by First World War veterans and the healing modalities they had access to. Students will also consider the impact on Indigenous veterans of the banning of traditional healing practices by the Indian Act.

They will then create a reflective piece illustrat-ing what they have learned in this unit.

Disruption of Traditional Healing and Wellness Practices Project

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Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Have students read “The Shock of War” and watch “Invisible Wounds.”

How did western med-icine treat shell shock or what we today would call PTSD? Do veterans today feel they have good access to PTSD treatments?

Use the Four Direc-tions Teachings Senior Lesson Plan for The Medicine Wheel to teach *Ojibwe version of this healing paradigm. Discuss how wounds can injure more than one part of ourselves and how this may im-pact veterans.

Research how the Indian Act impacted Indigenous cultural and spiritual practices. How would this impact returning veterans?

Chart the types of injuries common to the First World War, and whether there were efficacious treatments for them.

Organize the four quad-rants of the Medicine Wheel and what each direction symbolizes.

*(The Four Directions site provides examples of Ojibwe, Blackfoot, Cree, Mohawk and M’ikmaq models. The lesson plan can be adapted to use any version.)

Analyze how well PTSD was and is treat-ed in western medicine. Have veterans identified treatment as an issue?

Analyze what impact the banning of tradi-tional healing practices may have had on Indig-enous veterans.

Does a traditional wellness model like the Medicine Wheel offer paths of healing for dif-ferent kinds of wounds, ie. physical, emotional, and spiritual?

Would access to tradi-tional cultural and spir-itual practices have been beneficial to returning Indigenous veterans?

Create a reflective piece in any medium (eg. art, poetry, photography, drama) considering the kinds of injuries soldiers could sustain at physical, emotional, mental, and spiritual levels.

The piece should be ac-companied by a written reflection considering how these wounds impact each other, and what the student has learned about traditional healing methods in this lesson.

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Healing, Wellness, and Reconciliation

ResourcesHonouring First Nations Veteranshttps://www.youtube.com/watch?v=i4NGNwD-M38w

Honouring First Nations Soldiershttps://www.youtube.com/watch?v=IqXwmjYD-maA

Giving Traditional Ecological Knowledge Its Rightful Place in Environmental Impact Assess-ment http://www.carc.org/pubs/v22no1/know.htm

The Six Faces of Traditional Ecological Knowl-edge: Challenges and Opportunities for Canadian Co-Management Arrangements http://www.ecologyandsociety.org/vol12/iss2/art34/

Program Coordination and Aboriginal Part-nerships http://www.science.gc.ca/default.asp?lang=En&n=3EC2D344-1&offset=4&toc=-show

Online resources highlight Aboriginal contribu-tions http://www.ammsa.com/publications/sas-katchewan-sage/online-resources-highlight-ab-original-contributions

Aboriginal Arts, Culture, and Heri-tage https://www.aadnc-aandc.gc.ca/eng/1100100012788/1100100012792

hidden in plain sight: contributions of ab-original peoples to canadian identity and culture, volume 1 (epub available) http://www.utppublishing.com/Hidden-in-Plain-Sight-Con-tributions-of-Aboriginal-Peoples-to-Canadi-an-Identity-and-Culture-Volume-1.html

Contemporary Aboriginal Arts in Canada http://canadacouncil.ca/~/media/files/research%20-%20en/contemporary%20aboriginal%20art%20in%20canada/factsheetaboriginaleng.pdf

Lesson Plan Two (final project): ReconciliationThe historical experience of Indigenous peoples in Canada has unfortunately been characterized by much strife and historical trauma. The Truth and Reconciliation Commission of Canada (2008-2015) was dedicated to uncovering the enduring consequence of the Canadian residential school system that was devoted to separating Indigenous children from their families as an act of assimila-tion. The atrocities that had taken place in these schools were exposed through the testimony of survivors. A number of recommendations were made by the commission in the spirit of redress and reconciliation. The work of the Truth and Reconciliation Commission is demonstrative of how relationships with Indigenous peoples can be improved through honestly addressing negative aspects of history.

Moving forward in a positive direction is an important vision for Indigenous veterans and families. The negative treatment of returned In-digenous soldiers under the Indian Act and other social institutions has perhaps still not fully been addressed. Questions of racism and discrimina-tion also linger into the present. However, helping all returned veterans—Native and non-Native alike—again find a place of belonging, acceptance, and wellness is a primary objective we can all aspire to.

Activation“The government of Canada sincerely apologizes and asks for the forgiveness of the aboriginal peo-ples of this country for failing them so profoundly. We are sorry.”

Prime Minister Stephen Harper, June 11, 2008.Apology to residential school survivors and families

Reconciliation (Final) Project

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Final Project: Understanding History for ReconciliationExploring the experience of Francis Pegahmaga-bow and other returned Native veterans helps us better gain an appreciation for the multi-varied contributions of Indigenous Canadians. Mili-tary experience has been one of many ways that Indigenous peoples have contributed to the legacy of Canadian society. Learning about and valuing these continuing contributions - and the associat-ed challenges Indigenous peoples faced in making them - is an important way to forge a better fu-ture based on understanding, respect, and honour.

Propose ways to support the meaningful inclusion of Indigenous peoples in Canada. What should all Canadians have to know about the cultures and contributions of the First Peoples? What is a way that Canadian society can make lasting repair for the poor historic treatment of Indigenous peoples (including Indigenous vet-erans, and many of their children who may have attended residential schools)?

Write a letter to a government representative, school official, or community leader outlining your ideas for how Indigenous issues can be more respectfully acknowledged given: A) the numer-ous ways that Indigenous peoples have contrib-uted to Canadian life and B) the historical ways Indigenous peoples have been disadvantaged by Canadian society and laws.

Provide clear examples in building your case. Students may focus on military or other contri-butions in demonstrating how Native peoples continue to add to Canadian life. In exploring historic challenges, students should thoughtfully outline a policy or issues that have had conse-quences for Indigenous communities, and how Native people have struggled with or adapted to these circumstances. Consider ways that mean-ingful recognition, repair, and reconciliation can occur in the present and future, and how the general population could be educated to become more aware of the contributions of Native Cana-dians and the challenges they continue to face.

The Participation of Aboriginal and Other Cul-tural Minorities in Cultural Development http://www.cjc-online.ca/index.php/journal/article/view/829/735

The Development of Aboriginal Broadcasting in Canada http://mediasmarts.ca/digital-me-dia-literacy/media-issues/diversity-media/aborig-inal-people/development-aboriginal-broadcast-ing-canada

Inuit Cultural Online Resource http://icor.ottawainuitchildrens.com/node/29

8th Fire: Aboriginal Peoples, Canada & the Way Forward http://www.cbc.ca/8thfire/index.html

A Commemorative History of Aboriginal People in the Canadian Military http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/boo-bro/abo-aut/in-dex-eng.asp

Truth and Reconciliation Commission Calls to Action http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf

Teacher PreparationReview the list of resources for this lesson plan.

Focus QuestionHow does learning about challenges faced by In-digenous peoples, as well as the past and present contributions they have made to Canadian society and identity, help to forge meaningful inclusion and respect for Canada’s Indigenous peoples?

Learning OutcomeIn a final project, students will have drawn on their knowledge of challenges faced by Indigenous peoples, as well as the broad range of contribu-tions they have made and continue to make to Canadian society. Students will have organized and analyzed what they have learned over the course of the unit in order to propose ways of healing and inclusion for Indigenous peoples.

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Reconciliation (Final) Project

Healing, Wellness, and Reconciliation

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

What are some of the various ways that Indigenous peoples have contributed to, and continue to contribute to, Canadian life?

What are some Canadi-an policies or practices that have disadvantaged Indigenous Canadians?

Research contributions that Indigenous peoples have made to Canadian life. What element(s) of Canadian society benefitted? Who were the Indigenous peoples involved?

Research a particular policy or practice in Canada’s history that has had serious implica-tions for Native peoples.

What is the signifi-cance of contributions made by Indigenous Canadians? What are some specific contribu-tions and how are they important to Canadian life?

What was the rationale for a particular policy or practice that had con-sequence for Indigenous peoples? What were the intended and actual outcomes?

What do the contribu-tions of Indigenouspeople suggest about their commitment to our country? Why is it important for all Ca-nadians to know about Native contributions.

How did Native peoples resist and/or adapt to imposed changes on their livelihood? What were some of the consequences for Native Canadians?

Write a letter to a gov-ernment representative, school official, or com-munity leader outlining why it is important for all Canadians to know about the contributions of Native peoples in this country.

How could improved education help improve relationships? What would meaningful repair for past policies involve? Why should this repair be made in the present time? What would this mean in the context of reconcilia-tion?

Indigenous War Heroes: Secondary School Curriculum

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Reconciliation (Final) Project

Appendix Contents

Living Warriorship article by Sandra J. Wolf

Mike Mountain Horse's story robe - Full Image

a p p e n d i x : Additional Information & Imagery

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Living Warriorship: Learning Warriorship within the Context of Indigenous CommunityWolf, Sandra JCanadian Journal of Native Education; 2011; 34, 1; Ethnic NewsWatchpg. 67

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Appendix: Additional Information & Imagery

Mike Mountain Horse’s story robe, detailing events from his service in the First World War.

From the Collection of the Esplanade Museum, Medicine Hat, Alberta, Canada.

t h a n k y o u

Indigenous War Heroest h a n k y o u

Indigenous War Heroes

Indigenous War Heroes: Secondary School Curriculum ©2016 Wasauksing First Nation.